Management roles of Heads of Departments (HoDs) pertaining to professional development of teachers at female-dominated primary schools in South Africa

Abstract

This paper explores management role of Heads of Departments (HoDs) pertaining to professional development of teachers at female-dominated primary schools in South Africa. Investigation was conducted in the Umlalazi Circuit of KwaZulu-Natal province in South Africa. The objective of the investigation was to establish various management roles of HoDs pertaining to professional development of teachers at female-dominated primary schools. The investigation used positivism paradigm. In this regard, quantitative research methodology was followed. Survey approach was adopted to gather data from respondents. Questionnaires were administered to elicit information from HoDs pertaining to professional development of teachers in the Umlalazi Circuit. Data were cleaned, edited, organized and analysed in line with quantitative investigation measures. The findings of the investigation revealed that HoDs need to be well versed in terms of executing their management roles, and that collaborative learning approaches must be initiated and implemented in the Umlalazi Circuit.