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Investigating experiences of transition from a teacher to the head of department
The changes in education experienced by Heads of Departments (HoDs) over the past decade remain unprecedented. The available literature suggests that many teachers are promoted to the position of HoD without the relevant training for their new role and yet novice HoDs are expected to make a successf...
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613480839806976 |
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| access_status_str | Open Access |
| author2 | Ogina, Teresa Auma |
| author_browse | Ogina, Teresa Auma |
| author_facet | Ogina, Teresa Auma |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | The changes in education experienced by Heads of Departments (HoDs) over the past decade remain unprecedented. The available literature suggests that many teachers are promoted to the position of HoD without the relevant training for their new role and yet novice HoDs are expected to make a successful transition to their new position. The literature focuses on the role of HoDs and the challenges they face, in general. However, there seems to be a gap concerning how HoDs experience the transition process from their previous role as teacher to that of HoD.
This study sought to investigate the experiences of transition from teacher to Head of Department (HoD) in terms of the perspectives of selected HoDs at public primary schools in the Tshwane South District in Gauteng Province, South Africa. A qualitative case study within a constructivist/interpretivist paradigm was adopted and Bridges’ (1991) theory of transition underpinned this study. Fifteen individual semi-structured interviews were conducted with Foundation and Intermediate Senior Phase (INTERSEN) HoDs from seven public primary schools to generate data to answer the research questions.
The findings of this study indicate that during the transition period HoDs experience changes that are both personal, such as financial benefits and status, and work-related which involve changes in their responsibilities and their relationships with former peers. HoDs react differently to these changes. The challenges experienced during transition include the lack of role clarity; a lack of subject knowledge and management and leadership skills; heavy workloads and time constraints; tension between management and leadership and teaching responsibilities; a resistance from teachers; and inadequate support.
In order to cope with challenges experienced during the transition process, this study suggests that although HoDs prefer to give little verbal expression to their frustrations, they are committed to work and to self-empowerment; they seek support from school management and family as well as external support from teacher unions; they delegate tasks; and they participate in teamwork. The implications from this study are that HoDs need school-based support from the Department of Basic Education (DBE) as well as emotional support. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/68034 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:49.486Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/68034 Investigating experiences of transition from a teacher to the head of department Ogina, Teresa Auma sipho.mangi@gmail.com Mampane, Sharon Thabo Jaca, Nosipho Immaculate Unrestricted UCTD Career advancement Department chairs Heads of department Promotion Middle managers Leadership and management Subject leaders Transition Teacher leaders Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 The changes in education experienced by Heads of Departments (HoDs) over the past decade remain unprecedented. The available literature suggests that many teachers are promoted to the position of HoD without the relevant training for their new role and yet novice HoDs are expected to make a successful transition to their new position. The literature focuses on the role of HoDs and the challenges they face, in general. However, there seems to be a gap concerning how HoDs experience the transition process from their previous role as teacher to that of HoD. This study sought to investigate the experiences of transition from teacher to Head of Department (HoD) in terms of the perspectives of selected HoDs at public primary schools in the Tshwane South District in Gauteng Province, South Africa. A qualitative case study within a constructivist/interpretivist paradigm was adopted and Bridges’ (1991) theory of transition underpinned this study. Fifteen individual semi-structured interviews were conducted with Foundation and Intermediate Senior Phase (INTERSEN) HoDs from seven public primary schools to generate data to answer the research questions. The findings of this study indicate that during the transition period HoDs experience changes that are both personal, such as financial benefits and status, and work-related which involve changes in their responsibilities and their relationships with former peers. HoDs react differently to these changes. The challenges experienced during transition include the lack of role clarity; a lack of subject knowledge and management and leadership skills; heavy workloads and time constraints; tension between management and leadership and teaching responsibilities; a resistance from teachers; and inadequate support. In order to cope with challenges experienced during the transition process, this study suggests that although HoDs prefer to give little verbal expression to their frustrations, they are committed to work and to self-empowerment; they seek support from school management and family as well as external support from teacher unions; they delegate tasks; and they participate in teamwork. The implications from this study are that HoDs need school-based support from the Department of Basic Education (DBE) as well as emotional support. bs2026 Education Management and Policy Studies PhD Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2018-12-05T08:06:31Z 2018-12-05T08:06:31Z 2009/07/18 2018 Thesis Jaca, NI 2018, Investigating experiences of transition from a teacher to the head of department, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/68034> S2018 http://hdl.handle.net/2263/68034 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD Career advancement Department chairs Heads of department Promotion Middle managers Leadership and management Subject leaders Transition Teacher leaders Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Investigating experiences of transition from a teacher to the head of department |
| title | Investigating experiences of transition from a teacher to the head of department |
| title_full | Investigating experiences of transition from a teacher to the head of department |
| title_fullStr | Investigating experiences of transition from a teacher to the head of department |
| title_full_unstemmed | Investigating experiences of transition from a teacher to the head of department |
| title_short | Investigating experiences of transition from a teacher to the head of department |
| title_sort | investigating experiences of transition from a teacher to the head of department |
| topic | Unrestricted UCTD Career advancement Department chairs Heads of department Promotion Middle managers Leadership and management Subject leaders Transition Teacher leaders Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/68034 |