Role Expectations, Constraints, and Strategies: A Case of Departmental Heads in Vhembe West District, Limpopo Province, South Africa
Elizabeth Mudau , Ndanganeni Florence Litshani 
& Takalani Samuel Mashau
Issue: Vol.5 No.7 Issue Article 9 pp.1163-1181
DOI: https://doi.org/10.38159/ehass.2024579 | Published online 9th July, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Departmental heads (DHs) in primary schools have multiple roles and responsibilities to fulfil. They are expected to perform diverse roles that are not only limited to being class teachers but also as supervisors, coordinators, and departmental managers. Most of them do not receive formal training to become DHs, how to perform these roles, or how to respond to the challenges accompanying these roles and responsibilities. This study aims to establish strategies to manage constraints that prevent departmental heads from fulfilling their roles effectively within the Vhembe West District of Limpopo Province. The study employed an interpretive paradigm to understand the social realities that DHs experience at school. The study was conducted within the Theory of Constraints (TOC). The research design of this study was a multiple-qualitative case study. The population of the study was all DHs in Elim, Soutpansberg East, and Vhuronga Two (2) Circuits. Purposeful sampling was employed to draw a sample of 9 DHs. Data was collected through a semi-structured interview schedule and document analysis. The data was analysed thematically. Findings from this study revealed, amongst others, the following: the roles of all participants in monitoring, curriculum management, coordination, and planning activities to enhance the implementation of the curriculum. This study recommended, among others that DHs should be excluded from being full-time classroom teachers, and policymakers should reduce the current teaching load of DHs. The study contributes to the empowerment of DHs in their roles despite the huge workload of teaching and supervising teachers in their departments. This is possible through employing distributive leadership wherein they solicit the skills of senior teachers to assist them, thereby enhancing shared leadership, collective action, and collaborative decision-making.
Keywords: Constraints, Departmental Heads, Departmental Head roles and responsibilities
Akman, Gülşen, and Burcu Özcan. “Developing Effective Manufacturing Strategies for Product Mix Decisions via Theory of Constraints: A Case Study.” Journal of Naval Sciences and Engineering 12, no. 1 (2016): 1–18.
Alviz, R O. “The Roles of Department Head: Key to School Improvement.” Leadership and Policy in Schools 9, no. 3 (2015): 283–96.
Bipath, Keshni, and Mfulathelwa M B Nkabinde. “The Motivational Roles of Heads of Department in Learners’ Performance and Quality of Schooling in South Africa.” South African Journal of Childhood Education 8, no. 1 (2018): 1–8.
Bush, Tony. “Educational Leadership and Management: Theory, Policy and Practice.” South African Journal of Education 27, no. 3 (2007): 391–406.
Chauke, N D, N F Litshani, S K Muthambi, T J Mudau, and D Ncube. “Assessing the Extent to Which the School-Parent Partnership in the Malamulele Northeast Circuit in the Limpopo Province Enhances Effective Teaching and Learning of Learners in Primary Schools.” Gender and Behaviour 20, no. 3 (2022): 20327–40.
Chawla, S, and R Kant. “Application of Theory of Constraints in Service Type Organization.” International Journal of Advance Research and Innovation 5, no. 3 (2017): 366–71.
Clarke, A. The Handbook for School Governors. Cape Town: Kate McCallum Publishers, 2009.
Coetzee, S.A., and E.J. Van Niekerk. An Educator’s Guide to Effective Classroom Management . Pretoria: Van Schaik Publishers, 2019.
Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd ed. United States of America: SAGE Publications, Inc., 2009.
Day, Christopher. “The Role of a Head of Department in Staff Development.” Journal of In-Service Education 10, no. 2 (1984): 30–35.
Denzin, N.K. The Research Act: A Theoretical Introduction to Sociological Methods. London: Routledge, 2017.
Department of Basic Education. Section 6.4 of the Limpopo Department of Basic Education, 2011.
Department of Education. Personnel Administrative Measures (PAM). Pretoria: Government Printers, 2014.
Department of Public Service and Administration. Batho Pele – “People First,” 1997. https://www.dpsa.gov.za/dpsa2g/documents/acts®ulations/frameworks/white-papers/transform.pdf.
Heystek, Jan. “School Governing Bodies-the Principal’s Burden or the Light of His/Her Life?” South African Journal of Education 24, no. 4 (2004): 308–12.
Kervinen, Anttoni, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-Koivisto, Kalle Juuti, and Merike Kesler. “Developing a Collaborative Model in Teacher Education–An Overview of a Teacher Professional Development Project.” LUMAT: International Journal on Math, Science and Technology Education 4, no. 2 (2016): 67–86.
Khaeshe, E E, Kevin O Muluka, Evans B Oteki, and Calistus L Adema. “Influence of Departmental Heads Managerial Skills on The Implementation of Secondary School Programmes In Kakamega Central and East Districts,” 2016.
Marishane, R.N., R.J. Botha, and N.M. Ramodikoe. The Effective Management of a School: Towards Quality Outcome. Pretoria: Van Schaik Publishers, 2013.
Muriuki, Rebecca Wakariti, G O Onyango, and F Kithinji. “Effective Heads of Department Professional Development on Their Role Performance in Public Secondary Schools in Kenya.” International Journal of Education and Research 8, no. 11 (2020): 45–63.
Nel, P.S., A. Werner, G.D. Haasbroek, P. Poisat, T. Sono, and H.B. Schult. Human Resource Management. Cape Town: Oxford University Press (Pty) Ltd, 2008.
Poster, C., and D. Poster. Teacher Appraisal: A Guide to Training. USA: Routledge Chapman and Hall Inc., 1991.
Ramasu, T., K. Sobiyi, and E. Akinlabi. “ Application of Theories of Constraints in South Africa: A Case Study in a Platinum Mine .” In Proceedings of the 2017 International Conference on Industrial Engineering and Operations Management (IEOM) , 98–103. Bristol, UK , 2017.
Republic of South Africa. Employment of Educators Act, No 76 of 1998. Pretoria: Government Printers, 1998.
———. Education Labour Relations Council: C66-67. Pretoria: Government Printers, 2003.
Republic of South Africa, Department of Basic Education. Guidelines for Inclusive Teaching and Learning. Pretoria: Government Printers, 2010.
Seobi, B.A., and L. Wood. “ Improving the Instructional Leadership of Heads of Departmental Heads in Under-Resource Schools: A Collaborative Action Learning Approach.” . . South African Journal of Education 36, no. 4 (2017): 1–14.
Simpson, Kweku Bedu, Peggy Maansah Ankai Howard, Y S Peligah, and Lily Obu Cann. “Assessing the Challenges Heads of Department Encounter in Instructional Supervision in Ghana. A Case of Selected Senior High Schools in Kwabre East District.” Journal of Education and Practice 7, no. 36 (2016): 156–69.
Sintema, Edgar John. “Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education.” EURASIA Journal of Mathematics, Science and Technology Education 16, no. 7 (2020): em1851.
Tapala, Tshepo T., Molly Fuller, and Kobus Mentz. “Perceptions of Departmental Heads on Their Curriculum Leadership Roles: Voices from South Africa.” Leadership and Policy in Schools 21, no. 4 (October 2, 2022): 816–29. https://doi.org/10.1080/15700763.2020.1854790.
Thaba-Nkadimene, Kgomotlokoa Linda, and Mampuru Philemon Nkadimeng. “The Factors That Impede Head of Departments in Committing and Executing Their Instructional Leadership Roles among Selected Limpopo Primary Schools in South Africa.” Journal of African Education 1, no. 2 (2020): 39–59.
Vargas, Paula, Liane Mahlmann Kipper, André Luiz Emmel Silva, Flávia Luana da Silva, and Gabriela Zucchetti Kessler. “TOC’S Five-Step Cycle: An Approach to Instant Results and Cultural Change.” International Journal of Engineering Research & Science (IJOER) 3, no. 10 (2017): 1–9.
Westhuizen, P.C. Van der. Effective Educational Management. Cape Town: Kagiso Tertiary, 1991.
Whitaker, A.J. Billion Child Foundation: South African Schools Centre of Excellence Programme Participant Manual. London: Future Winners International Ltd, 2011.
Mrs. Elizabeth Mudau is a Deputy Principal at Masedi Primary School, in Vhembe West District, Limpopo Province, South Africa. Her interest is in leadership and management studies. She completed her Master of Education with a specialisation in Educational Management at the University of Venda.
Ndanganeni Florence Litshani is a Professor with a specialisation in Educational Management, in the Faculty of Humanities, Social Sciences, and Education, at the University of Venda, Limpopo Province, South Africa. Her interest is in educational leadership, educational management, the law in education, and curriculum management.
Takalani Samuel Mashau is a Professor in Comparative Education and Deputy Dean of research and Postgraduate Studies in the Faculty of Humanities, Social Sciences, and Education at the University of Venda, Limpopo Province, South Africa. His interest is in educational comparative studies.
Mudau, Elizabeth, Ndanganeni Florence Litshani & Takalani Samuel Mashau. “Role Expectations, Constraints, and Strategies: A Case of Departmental Heads in Vhembe West District, Limpopo Province, South Africa,” E-Journal of Humanities, Arts and Social Sciences 5, no.7 (2024): 1163-1181. https://doi.org/10.38159/ehass.2024579
© 2024 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/).
