Abstract
This study explores the crucial role of Mathematics Departmental Heads (MDHs) in managing both digital and print resources in South African secondary schools, focusing on the persistent challenges of unequal resource distribution and systemic disparities across different school types. The research is framed within the broader context of improving educational equity and enhancing learner outcomes. Specifically, it examines how MDHs navigate logistical and structural barriers while optimising the resources available to support Mathematics teaching and learning.
Utilising qualitative methodologies, including semi-structured oral interviews and written interviews, this study captures the lived experiences of MDHs from both public and private schools in the Johannesburg North district. The findings highlight significant gaps in resource access, with no-fee-paying schools relying heavily on outdated print materials and facing limited or no access to digital tools. Conversely, private schools enjoy greater access to advanced technologies such as adaptive learning platforms and virtual reality simulations. Fee-paying schools, while better resourced than public schools, still face challenges integrating digital tools due to infrastructure and budgetary constraints.
Key findings emphasise the need for ongoing professional development for teachers, the equitable allocation of resources, and substantial investment in infrastructure to bridge the digital divide. The study identifies how teacher involvement in resource selection enhances the effectiveness of resources, with collaborative decision-making processes yielding better outcomes. Furthermore, the study underscores the importance of empowering MDHs as key figures in advocating for and implementing sustainable resource management strategies that address systemic inequalities.
The study concludes with evidence-based recommendations for policymakers, educational leaders and stakeholders. It advocates for the creation of inclusive learning environments, equitable distribution of resources and enhanced professional training to ensure that all learners, regardless of socioeconomic background, have equal opportunities to succeed in Mathematics. These recommendations aim to promote equitable, sustainable improvements in Mathematics education across South African schools, particularly in communities and school types that have been historically underserved.