The role of head of departments as instructional leaders in secondary schools : implications for teaching and learning

M.Ed. (Educational Leadership and Management)One of the most important issues facing education in South African schools today is the restoration of a sound culture of teaching and learning. This drive has resulted in acknowledging the key role head of departments (HoDs) as instructional leaders play in effective and improving schools. Principals are no longer the sole instructional leaders of schools. The restructuring of schools to empower teachers has resulted in the decentralization and distribution of leadership, keeping teaching and learning at the centre of their activities. Changes introduced by legislation as a drive to enhance the culture of teaching and learning in schools, have led to a significant change in the role of HoDs. Their central role as instructional leaders in all the programmes of a school and the impact they have on the tone and ethos which are conducive to teaching and learning is critical in the process of building a sound culture of teaching and learning. Unfortunately, an array of problem issues, criticisms and expectations has surfaced making the instructional leadership role of HoDs a complex and unpredictable one. Their role has become demanding over time and the work expected from them is increasingly at odds with their own ideas. In the quest for greater efficiency, a gap is created between their administrative responsibilities and the execution of their role as instructional leaders. The great demands made on them as far as their workload is concern and the lack of experience and training further compound the difficulties of executing their role as instructional leader. They also experience an increase in stress and emotional turmoil caused by government policies that are inconsistent. Prompted by these problems, this study, located within the qualitative research approach, focuses on the role of HoDs as instructional leaders and the implication it has on the culture of teaching and learning in secondary schools. Structured focus group interviews conducted with principals and five HoDs at five selected secondary schools in Ennerdale, as well as semi-structured interviews with teachers at these schools report on their understandings and perceptions on the role of HoDs as instructional leaders. Important available documents and observations were also be consulted and analysed to determine to what extend HoDs comply with statutory requirements in executing their roles