Abstract
This research explored the function of department heads (DHs) in the mentoring process as a form of continuous professional development and its potential to enhance teacher morale in South African secondary schools. A qualitative case study methodology was used to collect data from 10 participants, comprising five DHs and five teachers, across three public secondary schools using semi-structured interviews. The thematic analysis revealed that although DHs and teachers acknowledge mentoring as an essential instrument for professional and emotional growth, its implementation frequently lacks formality, consistency, and structure. The fundamental components of the mentorship process included orientation and induction, followed by curricular assistance, classroom observation, feedback, and collaborative involvement. However, the lack of a codified framework, time constraints, and DHs’ heavy workload were seen as barriers to the effective use of the mentorship process. Teachers viewed the mentoring process as a way to boost their confidence, gain recognition, and feel good about their jobs, especially when the DHs gave them emotional and pedagogical assistance. The study suggests that the implementation of the mentorship process within a structured continuing professional development framework and policy can significantly enhance teacher morale and professional efficacy.