Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools
Michael Moreti Mahome 
& Lydia Kgomotso Mphahlele
Issue: Vol.4 No.13 Article 20 pp.1630-1646
DOI: https://doi.org/10.38159/ehass.202341320 | Published online 15th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders.
Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.
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Dr Mahome is currently a Post-Doctoral Fellow at the University of Technology, in the Department of Primary Education. Dr. Michael Moreti Mahome is a budding researcher, holding a University Diploma in Education, Advanced Certificate in Education, specialising in professional and curriculum development, Honours Degree in Inclusive Education, and Master’s and Doctoral Degrees in Education. Dr Mahome has taught at secondary schools for 18 years, 2 years as a departmental head for African Languages, and 5 years as a deputy principal. This includes a 1-year lecturing experience at Tshwane University of Technology. His research focus is on Teacher-Directed Violence and Education Leadership and Management, with special focus on middle-leadership. He is the author of six articles in accredited journals.
Prof. Mphahlele Lydia Kgomotso is a researcher, with the following qualifications: Secondary Teachers Diploma, Bachelor of Education (BA), Honours, Master, Doctoral, Degree in Education Management with HAAGA-HELIA University of Applied Sciences: Helsinki, in Finland, and then obtained a Master of Business Administration (MBA): degree program in Education Management in 2021. She taught at secondary schools for 23 years and acted as a HOD for commercial subjects for 3 years. She was appointed to a permanent position at Tshwane University of Technology in 2008. Promoted as a Senior lecturer in 2016. In 2019, she was promoted to Associate Professor and as an HOD for GET heading both Foundation Phase and Intermediate Phase. She published 22 articles in accredited journals. She has presented articles locally and internationally.
Mahome, Michael Moreti & Mphahlele, Lydia Kgomotso. “Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1616-1646. https://doi.org/10.38159/ehass.202341320
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
