Browsing by Author "Geland, Jon"

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    Departementshoofde in Wes-Kaapse skole: Die vestiging van rolle en verantwoordelikhede wat betref onderrig, leer, bestuur en leierskap
    (Stellenbosch : Stellenbosch University, 2018-12) Geland, Jon; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT : In this thesis I want to establish how head of departments define their role and responsibilities with regards to teaching, learning, management and leadership.The reader will also get some insight into the barriers that the head of departments experiences, especially those that are working in a very challenging environment. When we look at the job description of the head of department, as descibed in the policy documents, and compare it to what the head of department actually does, there seems to be a huge gap that is not properly addressed by the policy documents. It was clear at the schools where the research was done, that head of departments are caught between the academic management and leadership of their departments and the management and leadership actvities that was assigned by the principal to them. Despite the brave efforts by the head of departments to fulfull both responsibilities, it was clear that it had a negative impact on the delivery of the curriculum. Head of departments should be allowed to concentrate only on the academic management and leadership of their departments. The pressure that the policy documents place on the head of departments, to fullfull both responsibilities, is very unrealistic. Post level 1 teachers should be empowered with the necssary skills so that they can also be able to fullfill the responsibilties of the management and leadership of the school. That will mean that management and leadership responsibilities will be distributed amongst all staff members. The head of department should play a leading role to improve teaching and learning at schools. If head of departments are not allowed to play this important role, they will always feel that they do not make a significant contribution to establish a culture of teaching and learning at the school. Teaching and learning will suffer if the status quo is maintained.