The instructional leadership role of the head of department in South African primary school classrooms in enhancing the use of technology-based education

Abstract

The instructional leadership role of the Head of Department in selected South African primary school classrooms to enhance the use of technology-based education was the focus of this study. The research investigated the instructional leadership role that the Head of Department plays in supporting teachers in the use of technology in the teaching and learning process. A qualitative research approach with a case study design method was deemed most appropriate for the study. Data was collected from sampled teachers and Heads of Department of selected schools in Johannesburg South, South Africa. Participants completed a questionnaire with both closed and open-ended questions. Data analysis for this study was done based on the steps and suggestions for the grounded theory approach but it also incorporated the concept of content analysis. The findings of the study linked to the literature revealed areas of strength and weakness concerning the instructional leadership role of the Head of Department as well as supporting teachers to enhance the use of technology within the classroom. Based on these findings, recommendations will be made to the School Management Team (SMT) to put forward intervention strategies that would assist both the school management teams, head of department and teachers to implement technology within the 21st century classroom.