Behavioral Shared Experiences of Subject Heads of Departments in the promotion of Quality Teaching and Learning in Dysfunctional Secondary Schools

Abstract

Subject Heads of Departments (SHDs) play a pivotal role in the leadership and curriculum delivery in secondary schools, yet they are still expected to  lead departmental teams and manage curricula. The purpose of this study was to explore the behavioural shared experiences faced by Subject  Heads of Departments (SHDs) in promoting quality teaching and learning in dysfunctional secondary schools in Mopani District of Limpopo Province  in South Africa. Limpopo Provincial Department of Education defines dysfunctional schools as those which obtain less than 65% of Matric  (Grade 12) results. This definition is different from what is defined in the text below. A qualitative research design was employed to collect data  through interviews. A purposive sampling procedure was used to select 10 SHDs participants from seven (7) dysfunctional secondary schools. Semi-  structured individual interviews were conducted to collect data from participants. Common themes were drawn followed by interpretations and conclusions. The empirical findings revealed that Subject Heads of Departments are experiencing complex challenges of promoting quality teaching  and learning in dysfunctional secondary schools. Another finding from this study shows that the Subject Heads of Departments are  experiencing high workload volume, lack of adequate resources, and lack of time management.