Challenges experienced by Gauteng Foundation Phase departmental heads in managing teaching and learning

Abstract

Background: The quality of teaching and learning depends on the school management team’s support and monitoring of teachers and learners to achieve the school’s objectives. Poor monitoring and lack of support compromise quality education.

Aim: The study examined the challenges faced by Foundation Phase departmental heads in managing and monitoring teaching and learning processes at six primary schools in the Tshwane region.

Setting: The study employed purposive sampling to select participants from six primary schools in the Tshwane West region, sampling six departmental heads of the Foundation Phase.

Method: A qualitative research design was used to conduct the study. Fayol’s administrative management theory underpinned the study as its theoretical framework, and the interpretivist paradigm was used as the lens through which to view the phenomenon under study.

Results: The study revealed that departmental heads are overworked regarding their responsibilities in the Foundation Phase.

Conclusion: It is highly recommended that the Department of Basic Education (DBE) develop guidelines to streamline departmental heads’ responsibilities, prioritise core functions, delegate tasks and provide support mechanisms, like regular training, capacity-building programmes, and administrative assistance. Empowering teachers to take leadership roles can foster a culture of distributive leadership.

Contribution: The study’s contributions include identifying specific challenges departmental heads encounter, emphasising the need for targeted support and training, and providing insights for education policymakers to improve teaching and learning outcomes and enhance the quality of education in the Foundation Phase.