Support for heads of departments in managing teacher professional development in under-resourced schools

This qualitative study examined the efficiency of school- and district-based support given to heads of departments in managing teacher professional development in under-resourced schools in the Nkangala Education District of Mpumalanga Province, South Africa. A deliberate sampling technique was used to recruit six Foundation Phase heads of departments in three primary schools. Organisational effectiveness theory was adopted as a theoretical lens, while thematic analysis was employed to analyse the qualitative data obtained from interviews. The first finding revealed that being classroom-bound for large parts of the school day, without an assistant to relieve them, restricted Foundation Phase heads of departments from fully executing their teacher support duties and prevented them from sharing knowledge with their fellow heads of departments. The second finding revealed that interventions by school leadership to support Foundation Phase heads of departments in executing their teacher support duties often failed to respond to the challenges curtailing their productivity. The third finding pointed to inconsistencies in the extension of district-based support systems, especially the provision of induction programmes for newly appointed heads of departments and customised training geared towards enhancing their role. Lastly, the continuous skills development training offered by non-governmental organisations proved very insightful and kept heads of departments afloat at a time when their schools and districts could not offer them responsive, effective, and consistent strategic support. The findings have implications for the review of school- and district-based support systems geared towards heads of departments.