The nature of instructional support HoDs provide to mathematics and science teachers in Cape Town primary schools

Abstract

The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researcher to obtain in-depth responses to the questions and probe the participants' responses. The sample for the study consisted of four HoDs and four Grade 6 mathematics and science teachers. The results indicated that among other things, the HoDs used mentoring or coaching and motivation to support mathematics and science teachers. It was also found that, in the course of mentoring the teachers, the HoDs encountered several challenges. In the light of the findings, the researcher recommends that HoDs be provided with formal leadership and management programmes to ensure efficacy in their practices.