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Mashau, T. S. Malatji, Maruping William 2018 2018-10-09T08:40:26Z 2018-10-09T08:40:26Z 2018-09-21 Malatji, Maruping William (2018) Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District, University of Venda, Thohoyandou, <http://hdl.handle.net/11602/1244> http://hdl.handle.net/11602/1244 Malatji MW. Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District. []. , 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1244 Malatji, M. W. (2018). <i>Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District</i>. (). . Retrieved from http://hdl.handle.net/11602/1244 Malatji, Maruping William. <i>"Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District."</i> ., , 2018. http://hdl.handle.net/11602/1244 TY - Dissertation AU - Malatji, Maruping William AB - Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing. DA - 2018-09-21 DB - ResearchSpace DP - Univen KW - Dysfunctional schools KW - Subject Heads of Department KW - Teaching KW - Learning LK - https://univendspace.univen.ac.za PY - 2018 T1 - Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District TI - Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District UR - http://hdl.handle.net/11602/1244 ER - MEd (Educational Management) Department of Educational Management Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing. NRF 1 online resource (xiv, 229 leaves) en University of Venda Dysfunctional schools Subject Heads of Department Teaching Learning UCTD 373.20110968259 School management and organization -- South Africa -- Limpopo Management -- South Africa -- Limpopo School support teams -- South Africa -- Limpopo School administrators -- South Africa -- Limpopo School improvement programs -- South Africa -- Limpopo Educational leadership -- South Africa -- Limpopo Educational change -- South Africa -- Limpopo Educational planning -- South Africa -- Limpopo Education, Secondary -- South Africa -- Limpopo High schools -- South Africa -- Limpopo Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District Dissertation open.access