Abstract
The transition of middle managers, particularly newly appointed departmental heads, into formal leadership roles in private and public primary schools poses a critical challenge. Despite recognising this gap, the problem is exacerbated by the limited literature on the training and development processes for these roles. This research investigates the training and development programmes before and after the appointment of new middle managers, examining both formal and informal aspects. Literature indicates a clear need for further research on how school managers exercise leadership without providing middle managers with necessary developmental skills for effective management in South African schools (Bush et al., 2016). To achieve the study's objectives, semi-structured interviews and partial documentary analyses were employed to assess the experiences and perceptions of middle managers. This comparative study focused on two private and two public primary schools within the same community and district in Johannesburg West, chosen for their distinct training programmes and differing quintiles. The case study approach allowed for comprehensive data collection through various methods (Gillett et al., 2009 in Creswell & Creswell, 2018), minimising contextual influences by selecting schools from the same district (Segoe, 2014). The study reveals that middle managers in both private and public schools generally do not receive adequate training and development, either pre- or post-appointment. Existing training is minimal and often misaligned with the specific needs and challenges of the schools. Schools lack regulated policies, manuals, and systems for structured continuous training and development. Pre-appointment, middle managers often rely on informal training through observation and unintentional mentorship, leading to inequities and a lack of formal preparation. Post-appointment, continuous mentorship and coaching are more common in private schools but remain undocumented and unregulated. Formal training programmes for leadership and management are often outdated and irrelevant. Underpinned by transformational leadership and a need for a transformative leadership approach the study advocates for a comprehensive development programme created in collaboration with psychologists, community specialists, and other professionals to address the needs of principals, teachers, deputies, and the community. Such programmes should enhance awareness of diversity, effective conflict resolution, self-knowledge, and stress management. Specialised training for identifying and supporting learners with barriers in primary schools, along with life coaching, workshops, and continuous professional development, are crucial for middle managers transitioning from peer to manager roles. Through this approach early identification of learning barriers can be ensured to maximise student potential and improve overall school management.