Dissertations / Theses on the topic 'High school department heads Victoria'
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Korach, Rachel Mae. "A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1254.
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The purpose of this descriptive study was to examine and compare perceptions between high school department chairs and teachers regarding the role of the high school academic department chair in Oregon, a position which has been largely ignored in recent educational reform efforts. Schools selected for the study were limited to those sharing the same qualities of size and structure as those of the high schools in the researcher's own district. A researcher-constructed questionnaire defining 44 activities comprising five categories of department chair responsibility provided data from 118 high school department chairs and 114 teachers from 34 Oregon high schools. Respondents addressed three issues: (a) definition-perceptions of what the role of the high school department chair looks like in practice; (b) clarification-perceptions of which activities are most important to the role; and (c) extension-perceptions of which activities are most important for the department chair to continue to improve in carrying out the role. Results of this study show teachers' expectations for the role of the department chair to be substantially different from those of the chairs themselves. Chi-square testing revealed statistically significant (R < .05) incongruence of perceptions between department chairs and teachers for 21 of the 44 activities across all five of the categories of department chair responsibility. Department chairs consistently perceived themselves to devote more time to their role than teachers perceived chairs to spend. Teachers placed more importance than did chairs on protection of instructional time and support of teachers' professional needs and concerns. Statistically significant differences in perception between males and females in the study population were also found for 24 of the 44 activities. Females consistently valued more highly than did males those department chair activities that reflect a facilitative, collaborative approach to leadership. Greater percentages of males more highly valued management activities than did females. These findings suggest both ambiguity in role definition and incongruence of role expectations to be obstacles to effective role performance for the high school department chair. Open, focused dialogue is suggested as a means for resolving these contradictions.
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Fletcher, Courtney Lee. "The role of high school department chairpersons in a large urban school system." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134647/.
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Orris, Aria Burnette. "The role of high school department chairs in a large suburban school system." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/76327.
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While the literature indicates that virtually all high schools have department chairs, little research has been done that examines the role of the department chair or how they spend their time. The publication of A Nation At Risk and the reports that followed have placed greater emphasis on instructional leadership leading many to suggest that department chairs are being under utilized within their school.
The purpose of this study was to describe how high school department chairs spend their time; what principals, teachers, and department chairs believe should be the role of the department chair; and to examine the discrepancies between reported time spent and reported role the department chair should have in the areas of supervision, curriculum, personnel, management, communications, and staff development.
A descriptive survey method was used in the study. The sample consisted of 22 high school principals, 88 department chairs, and 264 teachers in a large suburban school system. From a list of items identified through a search of the literature as tasks performed by department chairs, the respondents were asked to indicate the amount of time spent on each task and the importance of each task to the role the department chair should have. Descriptive statistics including frequencies, percentages and means were used to report results.
It was found that all groups were in general agreement as to how department chairs spend their time, but disagreed on the amount of time spent. Principals and department chairs perceived department chairs spent more time on most tasks than did teachers. The greatest amount of time spent by department chairs was on tasks related to management and communication.
All groups agreed that the role of the department chair should be expanded to increase responsibilities in management, communications, personnel, and curriculum. However, an expansion of the role in staff development was seen as more important by principals and department chairs than by teachers. Principals indicated greater support for a role expansion in supervision than did department chairs or teachers.Ed. D.
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Lawrence, Dale R. (Dale Robert). "A Study of the Responsibilities of Department Chairpersons in 5-A Public High Schools in Texas." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331827/.
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This study identified and compared the perceptions of department chairpersons and their principals about what responsibilities should be assigned to chairpersons, what responsibilities are currently assigned to chairpersons, and the chairperson' perceived need for any additional training, administrative support, departmental support, or released time in order to fulfill responsibilities currently assigned. Principals and chairpersons from 132 of the 264 5-A public high schools in Texas were surveyed by means of a 61- item questionnaire. The questionnaire included responsibilities in ten areas: planning, evaluation, budgeting, personnel, curriculum and instruction, communications, scheduling, clerical activities, supervision, and advising. Chairpersons from English, Foreign Languages, Mathematics, Physical Education, Science, and Social Studies were included in the study. Data collected in the study were keypunched and computer-processed, generating frequencies, percentages, means, and appropriate chi-square tests of independence, and probability factors for determining significance. The following conclusions were drawn from the study. 1. There is substantial agreement between Texas principals and chairpersons about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, communications, and advising. 2. There is moderate to substantial disagreement . between Texas principals and chairpersons about responsibilities that should and should not be assigned in the areas of evaluation, personnel, curriculum and instruction, and scheduling. 3. There is a general difference perceived by chairpersons in the study between what they think they should be doing as chairpersons and what they are currently assigned to do. 4. There is general agreement among chairpersons from different disciplines about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, personnel, and advising. 5. Texas chairpersons perceive a greater need for administrative and departmental support than for additional training. 6. Texas department chairpersons perceive responsibilities in the area of evaluation as those for which they need the highest levels of support.
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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.
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Korach, William Anthony. "A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1200.
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The purpose of this exploratory descriptive study was to provide a first step in clarifying the role of the high school academic department chair as it is currently practiced in the state of Oregon. The study examined from the administrative perspective the potential for the continued development of the educational leadership role of the department chair as an administrative resource for instructional improvement. A researcher-constructed questionnaire was used to gather data from 27 Oregon school district superintendents, 34 high school principals, and 118 high school department chairs from English, math, science, and social studies departments in those same high schools.
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Tseung, Chun-Lan Meggy. "A study of a university department head : learning approach, strategic planning & thoughts /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26234105.
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Naundobe, Robert Natukondye. "Horns of dilemma : Department head and subject teacher : a case study of Heads of Department in a public secondary school, northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017354.
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The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.
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Brown, Glenn E. "A descriptive study of department heads of public high schools in Virginia: who they are and what they do." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53917.
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This study described who the department heads of public high schools in Virginia are, what functions they are assigned, the degree of responsibility they hold for each function, and the responsibility it is believed they should be assigned for each function.
A descriptive survey method was used in this study. The population consisted of the principal and two department heads selected from each public high school in the Commonwealth of Virginia. From a list of items identified through a search of the literature, as functions performed by department heads, the respondents were asked to describe each relative to importance to instruction, the degree to which each function is assigned to department heads, and the degree to which the function should be assigned to department heads. Descriptive statistics included frequencies, means, medians, ranges, and percentages.
It was found that most department heads are experienced white female teachers who have been department heads five years or less. The number and size of departments increased as school size increased and the position of department head is well established in the administrative hierarchies of Virginia's public high schools.
Principals believe that all twenty-eight functions studied are important to instruction and department heads reported twenty-six. Principals and department heads agreed that department heads are assigned at least some responsibility for most of the functions studied and that department heads should be assigned at least some responsibility for all of the functions studied.
While the status and function of the department heads may be affected by issues related to the administration of schools and empowerment of teachers, this study indicates that the department heads in Virginia's high schools are more of an extension of the principal down than extensions of the teachers up in the administrative ranks of the schools. If the department heads are to assume larger roles in instructional leadership, it is suggested that they should receive more release time and salary supplementation.Ed. D.
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Wong, Kwan-yu. "Role conflict, role ambiguity, and work design : perceptions of heads of departments in Hong Kong aided secondary schools /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890931.
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Underhay, George Malherbe. "Die departementshoof: Afrikaans as professionele en akademiese leier." Thesis, 2014. http://hdl.handle.net/10210/11803.
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M.Ed. (Educational Management)The teaching profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management style and ingenuity required of educational leaders. It will therefore be incumbent upon the Head of Department: Afrikaans to keep up with latest development in management to provide quality teaching and learning. If teachers are to reach their optimum potential as educators, the Head of Department: Afrikaans must display the highest standard of supportive leadership. Analysis of the leadership task of the Head of Department: Afrikaans indicates that the modern view on leadership focuses on the potential to be found in the members of the Afrikaans Department. If the Head of Department: Afrikaans identifies himself with this viewpoint and if he applies his acquired leadership skills to this end, he will succeed in influencing his staff members to the extent that this positive motivation becomes manifested in those staff members who manage to sustain a high level of dedication in their work situation without constant monitoring. It is also imperative for the Head of Department: Afrikaans to become aware of the most effective leadership principles in both theory and practice. The leader that strives to create an open work climate, will receive the benefits of total participation as well as improved interpersonal relationships between himself and his staff members in the department. Apart from the climate that needs to be open and easy, it is also important that the leader should consider the specific situation in which they interact as a work group as a determining factor in the choice, and practice, of leadership styles. The congruency leadership model of Nicholls proves exceptionally appropriate in this regard. Another responsibility of the Head of Department: Afrikaans will be to attain a high degree of functional efficiency within his department. In this regard it will also be necessary for him to be proficient in an appropriate leadership style. The Principal of the school needs to delegate some leadership responsibility to the Head of Department: Afrikaans to the extent that he will fulfill a supportive role. Formal, standardised supervision should make way for a more fluent, ennobling way of supervision. In the light of the aforegoing statement, the real value of clinical supervision as the primary leadership role of the DSA rests upon his ability to facilitate the professional development of staff members and to improve their teaching skills.
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Feist, Catherine. "Faculty heads : their roles and leadership practices in New Zealand secondary schools. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Management, UNITEC Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2007. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1004&context=unitec_educ_di.
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Omanukwue, Prisca Nkechinyere. "Factors that influence job engagement among heads of departments at secondary schools in Eldorado Park." Thesis, 2013. http://hdl.handle.net/10210/8519.
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M.Comm. (Business Management)Schools are regarded as underperforming or performing schools and in that regard there is a need to identify how engaged the HODs are with their jobs in achieving the goals and objectives of the school to become high performing schools. The study identifies the factors that influence work engagement and determine the level of work engagement of Heads of Departments at secondary schools in Eldorado Park. The population used in this study consists of all the schools in Eldorado Park, one of the suburbs located in the south of Johannesburg. The suburb has eight secondary schools and all the schools and HODs of these schools were included in the study. The study adopts a mixed method design which makes use of qualitative and quantitative methodology as it needs to capture the lived experience, beliefs and feelings of the participants. The quantitative design was by way of close-ended questions while the qualitative design used open-ended questions to generate the data. A questionnaire was developed that was used as a measuring instrument for the closed-ended questions with regard to work engagement of HODs. The questionnaire was designed within the framework regarding the work engagement of the HODs using the Utrecht Work Engagement Scale (UWES), Maslach Burnout Inventory (MBI) and Oldenburg Burnout Inventory (OLBI) as an alternative assessment for measuring the work engagement of the HODs. Open-ended questions were included in the questionnaire and provided information for the qualitative analysis to pursue the secondary objectives of the study. The findings of the study indicated that several factors positively influence the work engagement of HODs among which include, employees’ commitment, job satisfaction, work and wellbeing. Burnout also shows that employees tend to disengage themselves from their work tasks, making the tasks uninteresting and no longer challenging. This in essence indicated a negative relationship. In addition, the results indicated that training, workshops, seminars and orientation sessions should be arranged for HODs. They should also work according to a schedule; they have to be focused; good communication with them is important and they have to attend meetings. They should also plan, organise and execute their tasks and resources should be made available to employees. The main conclusion drawn from the research is that secondary school Heads of Departments are usually engaged with their jobs. They devote much time and energy to their work and find new and interesting dimensions in their jobs. They also work hard to achieve the school goals and objectives. Finally, there is a need for a follow-up study to be conducted in Gauteng South District 14 (D14) secondary schools to determine the level of work engagement of all the Heads of Departments both in underperforming or performing schools.
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Naude, Casper Hendrik Badenhorst. "Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe." Thesis, 2014. http://hdl.handle.net/10210/11650.
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M.Ed. (Educational Management)Contented, motivated and well-trained subject teachers are a basic requirement for the effective functioning of the Department of Economic Sciences. Within this department the quality of the in-service training provided by the Head of Department will be a high priority. A prerequisite for the successful accomplishment of his task as in service trainer and developer of staff members is, amongst other things, the managerial application of in-service training strategies. In this education environment, the Head of Department finds himself in a prescribed management, leadership and trainer situation. Though he has not been formally trained for this delegated task of in-service training, he is directly involved in personnel management. It is clear, however, that in most organisations in-service training and staff development do not receive the required attention from those in leadership positions. Moreover, some Heads of Department experience difficulty in practicing effective leadership and guidance because of a lack of management expertise. In order to ensure both quality teaching in his department and efficient execution of his in-service training task he has to apply managerial skills. Thus this investigation proves that the Head of Department should not only be professionally equipped, but should also possess certain managerial skills in order to be able to undertake the in-service training of his staff. Staff training further indicates the management of people, each with their own unique needs and specific capabilities. It seems that members of staff can be motivated towards better work and self-realization. It is thus imperative that the Head of Department should be informed as to the various theories regarding motivation and that he should apply the principles involved. The investigation also shows that practicing leadership is a critical factor which influences the effective execution of the staff training task. Various approaches to leadership have shown that, although the leadership style may be situation bound, it is the democratic style which creates an open, supportive school climate.
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Labuschagne, Frederik Willem. "Die departementshoof as motiveerder vir die gebruik van visuele onderwysmedia." Thesis, 2014. http://hdl.handle.net/10210/10357.
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M.Ed. (Educational Management)The use of visual media as a means of achieving educational aims in the school is of great importance. This study focuses on the role the head of department has to play in motivating the staff under his supervision and to provide goal orientation. The primary focus is on teacher motivation. The findings generally support the contention that the departmental head must be a motivated educational manager, able to guide teachers to apply visual media effectively and creatively. He must provide incentives .so that teachers will find enjoyment in working as a team; this enjoyment must be transmitted to students. The participative system of educational administration by in-service training of junior teachers should be applied. A healthy climate should be created among senior and junior teachers, to ensure that junior teachers benefit from their senior colleagues' vast experience in the use of media. Visual media should be applied effectively to the full benefit of all pupils in the school. It must stimulate their creativity and provide an environment conducive to active participation in their personal development. Most teachers still spend most of their time preparing and delivering classroombased face-to-face lessons. All the indications are that electronic communication systems will not supplant existing visual media, but will complement them. New species of instructional methods and media are being developed, but the previously existing species have not become extinct. The teacher in the class has two distinctive roles in visual media application...
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Katzke, Julius James. "Ontwikkeling van die departementshoof se bestuursvaardighede aan staatsondersteunde sekondêre skole." Thesis, 2014. http://hdl.handle.net/10210/11565.
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M.Ed. (Educational Management)The development of the Head of Department as manager, has historically been neglected and as he/she is in a position of authority, the effective management of the relevant department will solely depend on him/her. If the department therefore is to function successfully, the Head of Department should have a sound knowledge of motivation, communication, decision making and interpersonal skills. The Head of Department as leader of the teachers in his/her department, cannot ignore these components. Development is essential to enable him to cope with everyday problems in the school. The Head of Department needs particular skills to run his/her department effectively, but presently this is not a requisite for promotion. One can conclude that the current management situation in the school requires an academic-professionally equipped person. This investigation has indicated that the development of skills relating to motivation, communication, listening, decision-making, interpersonal relations, transparency, assertiveness, empathy and invitational management, is essential if the Head of Department is to be motivated and well equipped, to manage his/her department. The task of the Head of Department as part of the managing team, is complex. When such a team is appointed, it should be kept in mind that their task primarily involves problem solving, decision-making, guidance and in service training. Members therefore should be experienced, determined and hard-working. The Head of Department is expected to be well-versed in the application of the four components of management, namely planning, organising, guidance and control. There is no doubt that management can be considered a full-time, independent career.
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"Die departementshoof opvoedkundige leiding as konflikbemiddelaar." Thesis, 2014. http://hdl.handle.net/10210/12659.
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Janse, van Vuuren Petro. "Effektiewe spanwerk : 'n bestuursopgaaf vir die departementshoof." Thesis, 2014. http://hdl.handle.net/10210/11597.
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"Die bestuurstaak van die departementshoof : Opvoedkundige leiding in die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/12773.
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Ferreira, Andre Michiel. "Probleemoplossing as taak van die departementshoof." Thesis, 2014. http://hdl.handle.net/10210/9250.
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M.Ed. (Educational Management)Significant long term planning and the reaching of goals cannot be reached efficiently if they are constantly hampered by nonproductive problems. Therefore, effective problem solving and effective prevention are of cardinal importance in the multi-type workload of the head of department. The principal is the keyfigure in the school. In this respect, the principal should be supported by a management team, utilizing all facets of management in the school, including problem solving. Problem solving js a comprehensive task and one person alone does not have all the time or skills to run the school single-handedly. The head of department is the senior manager of his department and has a prime resposibility towards the effective functioning of his department. This implies that the head of department not only needs to be an educational leader, but he must also have the necessary managerial skills to be successful. During problem solving a certain thought-pattern of modusoperandi should be acquired. The way a head of department solves problems is an indication of his value as educational leader, and it follows that his skills at problem solving and effective behaviour will determine his success as an educational leader. This study will focus mainly on four basic management tasks: planning, organization, guidance and control.
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Cloete, Hendrik Stephanus. "Die departementshoof : opvoedkundige leiding en jeugleierskapontwikkeling in die sekondêre skool." Thesis, 2015. http://hdl.handle.net/10210/13284.
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M.Ed.South Africa, together with the rest of the world, has the need for leaders who are purposeful and have firm principles. Natural leaders among pupils must be identified and they must be assisted in accepting and fulfilling their call to leadership with skill and confidence. The object of this study is an investigation into the character and nature of the development of leadership in youth. Youth leaders must be trained to manage pupil activities effectively. It should never be a case of simply identifying the leaders and then leaving them to themselves in their newly acquired positions. The youth leaders remain dependent on support and therefore nave to be trained on a continuous basis. The youth finds himself in a unique situation which constitutes unique problems. Due to these problems, the content of a leader development program must be such that it creates an atmosphere in which the pupil leaders will have the desire to think about and to be knowledgable as to the problems of" their times. The content of a leadership development program focuses on two levels, namely the moral and practical or physical level. The youth has a specific need to be accepted and should be studied and considered in various educational relationships. Only when this has taken place, will the youth be open to the development of his leadership abilities. Every teacher acts according to his/her specific leadership style. The management style is actually part of the management leader and will materialize as such in the way in which leadership is given. The pupil leader will, therefore, also show a specific management style and this must be considered in the development program ...
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Visser, Elsie Cecilia. "Situasionele leierskap : 'n bestuurstaak vir die departementshoof." Thesis, 2014. http://hdl.handle.net/10210/10311.
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M.Ed. (Educational Management)Situational leadership can be very effective in schools if applied correctly. It is therefore essential for the head of department to know exactly what situational leadership is all about. Situational leadership is defined by the Hersey and Blanchard as follows: Situational leadership is based on an interplay among: the amount of guidance and direction (task behaviour) a leader gives, the amount of socio-emotional support (relationship behaviour) a leader provides, and the readiness level displayed by the followers in performing a specific task, function or objective. There is unfortunately no one best way to influence teachers. It is of the utmost importance that the head of department must have the ability to diagnose and interpret the situation correctly in order to adapt his style accordingly. The leadership style of the head of department will therefore match the maturity level of the teachers. The ultimate goal will be the effective changing of leadership style from telling to selling to participating and eventually to delegating. The teachers will then be able to function independent and autonomous. The influence of various management models and-theories will also be dealt with in this research. The model of Hersey and Blanchard most probably originated from the model of Tannenbaum and Schmidt. Situational leadership is accepted worldwide as effective and functional if applied correctly. The correct application will thus result in effective teaching and positive results in that specific department. It is therefore an indisputable fact that situational leadership has a positive influence on teaching and educating if applied efficiently.
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Gamedze, Makhosazana. "Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools." Thesis, 2015. http://hdl.handle.net/10500/20194.
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The notion of a curriculum that is relevant, aligned and properly implemented has prevailed in Swaziland as indicated by the change from a content-led curriculum to a skills-driven one. The process of curriculum alignment as being the cornerstone of educational relevance and development has prevailed since the country’s independence. In the 21stCentury, the process culminated in the development and implementation of the Swaziland General Certificate of Secondary Education curriculum at senior secondary school level. This thesis traces the process of ensuring that the SGCSE curriculum is aligned in local contexts through descriptive analyses of the critical post-implementation developments of eight schools in the Shiselweni region. The perceptions of language heads of departments (HoDs) in underprivileged settings are described. Established constructs for the curriculum to be aligned in the contexts are reviewed and local language department heads’ perceptions on curriculum alignment are analysed. The strengths and shortfalls of their attempts in aligning the curriculum in their contexts of implementation are highlighted. Recommendations for future development are then suggested.
The purpose of the study was to describe the perceptions on policy change and curriculum alignment of language department heads from underprivileged schools in Swaziland. An examination of their documents showed that the HoDs applauded curriculum alignment. After interviews, it was revealed that the HoDs viewed alignment of the curriculum in the local context to be a strategy of ensuring that the curriculum was successful in the context of implementation. Language department heads in the schools believed that the government had a major role to play in ensuring institutional commitment towards the directives that the government itself was issuing, before the school principals could do anything. The HoDs also believed that there was a need for administrative support in the form of support from the principals of the schools, followed therein by a fundamental need for cross-departmental cooperation and support from the community within which the schools are located. Departmental teamwork was also considered essential for success.
It was therefore concluded that aligning the curriculum was extremely frustrating in that while the HoDs were aware of the local needs of students, it was also clear that local curriculum decision-making could not take place effectively without external support from the governing body, the Ministry of Education. It was recommended that the Ministry of Education should deal directly with the HoDs with regard to issues relating to curriculum interpretation and implementation.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Botha, Marta Mariana. "Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole." Thesis, 2014. http://hdl.handle.net/10210/11499.
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M.Ed. (Education)Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
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Rajoo, Thanesha. "An investigation into the role of the Head of Department (HoD) as an instructional leader in the leadership and management of the teaching & learning of accounting in two secondary schools in one district in Gauteng." Thesis, 2013. http://hdl.handle.net/10539/12737.
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This report draws on the findings from data gathered for a mini dissertation. The research
investigates the role, importance and effectiveness of the Accounting HoD as an instructional
leader in contributing towards learner performance. Data has emerged from questionnaires,
interviews and discussions with principals, educators, some senior learners and from the HoDs
themselves. Much of the literature points to the school principal as the focus of this leadership
style but this study regards the HoD/middle manager/curriculum leader as being well suited to
implement instructional leadership and sees this position as one where it could potentially have
the greatest impact on learning and teaching. The Head of Department (HoD) as the middle
manager should have a vision that is underpinned by an aspiration to strive for academic
excellence within a particular subject area as well as considering the holistic development of
learners. This vision should be transparent to the learners, parents, educators and management.
Accordingly, if the EMS HoD envisions his/her role as that of an instructional leader, the teacher
of Accounting should have the necessary support to make learning successful and ultimately
learner performance should improve. Since the revision and restructuring of the Accounting
curriculum in South Africa the demands on teaching this curriculum have been higher than ever
before and have impacted negatively on learner performance. Many teachers across the country
have not been successful in facing up to those challenges and yet the need for expertise in this
area in South Africa has never been greater. Hence the potential importance the researcher sees
for this study at this time. The two schools investigated were selected for the very similar socioeconomic
profile of their learners, while displaying a wide discrepancy in the pass marks they
achieve in matric. Both had HoDs of Accounting who were qualified in the subject but the HoD
of the successful school was considerably better qualified than the HoD in the unsuccessful
school. Thus as far as possible the only distinguishing factors in the schools selected were the
quality of leadership of the Accounting department and the knowledge levels of their HoDs. As
anticipated from the literature, the findings confirm the key significance of each of these factors.
26
Malatji, Maruping William. "Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District." Diss., 2018. http://hdl.handle.net/11602/1244.
Full textAbstract:
MEd (Educational Management)Department of Educational Management
Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing.
NRF
27
Van, Vreden Jan. "Videoprogrambenutting en die indiensopleiding van departementshoofde." Thesis, 2014. http://hdl.handle.net/10210/9853.
Full text
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Van, der Merwe John. "Riglyne vir die begeleiding van ouers van swakbegaafde leerlinge deur die departementshoof opvoedkundige leiding." Thesis, 2014. http://hdl.handle.net/10210/10223.
Full textAbstract:
M.Ed. (Educational Leadership)The purpose of this study was: A. To discuss the term slow learner and to identify certain problems experienced by the slow learner. B. To identify specific problems experienced by the parents of the slow learner. C. To design a parent guidance programme for the head of the guidance department to aid Afrikaans speaking parents of the slow learner to accept their child and to try and solve the problems that their child experiences. D. To evaluate the effectiveness of the parent guidance programme. In evaluating the effectiveness of the parent guidance programme, the specific aims of the study were: - To ascertain what kind of parenting style the parents were using. - To teach the parents the advantage of the democratic parenting style. - To ascertain how the selfimages of the parents have improved in attending the programme. - To design guidelines for the parents how to cope with problems existing in the relationship between parent and child such as: * how to cope with conflict, * how to communicate effectively, * how to motivate the slow learner to become a successful student, * how to improve the selfconcept of the slow learner, and * how to cope with discipline. The Head of the Guidance department has a very important role to play in the establishing of such a parent guidance programme. This can be accomplished by keeping track of the needs of the parents and to update all the information regarding the slow learner. The ultimate goal will still be to create a positive working relationship between parent and teacher, to accommodate the needs of the slow learner and to cooperate in making the slow learner a successful student and eventually a successful adult.