Abstract
The aim of this research study was to investigate the instructional leadership role and responsibilities of middle managers, also known as heads of departments (HoDs) and recently reclassified as departmental heads in public schools in the Gauteng Province in South Africa.
The overarching research question that directed this empirical study was “What are the instructional roles and responsibilities of middle managers in public schools?”. This
was supported by three sub-questions, namely: “What are middle managers’ experiences and perspectives regarding their instructional practices in public schools?”, “What are the challenges experienced by middle managers in public schools?”, and “To what extent will leadership capacity development for middle managers contribute towards effective and efficient instruction in public schools?”.
This study adopted a qualitative research design to explore the perceptions of middle managers regarding their roles and responsibilities in public primary schools. Experienced middle managers were purposively selected from five public schools located in an area that serves an underprivileged and socially disadvantaged community. Three methods were used to generate data, namely observations,
followed by an analysis of documents and finally, individual interviews. The data was analysed using thematic content analysis, where the datasets were put through a rigorous procedure of coding and categorising, resulting in eight themes.
The findings of this study point to discussions foregrounding the conceptualization of the leadership and management role functions and responsibilities of middle managers in public schools. The second finding highlighted the value of in-school monitoring as an important curriculum management strategy that measures both teacher and student outcomes. The third finding addressed the challenges related to the execution of effective curriculum and administrative matters, as experienced by middle managers. The fourth finding declared the importance of continuous professional advancements through induction, mentoring, coaching, training and capacity development of middle managers and teachers.
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This study supports the need for an effective induction program for novice school staff to assist their acculturation, coupled with ongoing mentoring and coaching opportunities that focus on the professional and personal development of middle managers to help advance their skills. The area of “personal wellness” addresses the social, psychological, emotional, and physiological needs of school staff that are
considered important. The impact of the COVID-19 pandemic on the role functions of middle managers in public schools concluded this study.
The study recommends, firstly, the provisioning of structured, continuous, and welldeveloped induction, mentoring and coaching opportunities for middle managers.
Secondly, that a differentiated model be adopted by the Department of Education in upskilling middle managers in effective curriculum delivery, and lastly, additional
wellness programmes, focussing on the social, psychological, emotional, and physiological needs of educator wellness, together with coping mechanisms.
KEY WORDS
Conducive atmosphere; Deputy principal; Instructional leadership; Middle manager; Principal; School; Teacher