Abstract:
The aim of the study was to investigate how the academic leadership of Departmental heads performativity functions improve quality learner performance in Mathematics in Limpopo, South Africa. Specifically, the study focused on the role of Mathematics Departmental heads. The current prevalence of managerialism in the education sector has resulted in a strong emphasis on the implementation of efficient management practices in schools, with the aim of enhancing learner accomplishment. This places a significant burden on Departmental heads and teachers to enhance their performance, particularly in the field of Mathematics. Furthermore, this phenomenon has resulted in the Department of Basic Education and School Management Teams placing increased emphasis on holding individuals responsible for enhancing learner achievements. As a result, there has been a proliferation of continuous monitoring practices, which encompass various methods like as inspections, audits and the establishment of achievement targets. Conversely, the increase in accountability has resulted in significant repercussions for instances of failure, which are seen in the closure of underperforming schools, the withdrawal of financial resources, the reassignment of principals and the requirement for teachers to justify their shortcomings.
The study is situated within a qualitative research approach, specifically employing a case study research design and adopting the constructivist (interpretivist) research paradigm. The data for this study was collected through in-depth semi-structured individual interviews and document analysis. Specifically, Mathematics Departmental heads, teachers, principals and curriculum advisors were purposively selected to participate in the research. The researcher used the method of inductive thematic analysis to analyse the collected data. The study was supported by two prominent theories, specifically the Deming quality management theory and the Joseph Juran quality management theory. These theories were used to guide the literature review and inform the data collection process.
The results of the study indicate that Departmental heads play a significant role in enhancing learners’ performance in Mathematics through their curriculum leadership responsibilities. These responsibilities encompass offering assistance and guidance to teachers, ensuring the provision of high-quality curriculum
vi
materials, conducting teacher evaluations, monitoring and overseeing the completion of teachers’ and leaners’ workbooks, and providing mentorship and professional development opportunities for teachers. Furthermore, Departmental heads are assigned the responsibility of executing administrative tasks related to curriculum management. The discovery also brought attention to the difficulties that Departmental heads faced, which hindered their ability to fulfil their responsibilities as leaders in instruction. The aforementioned problems appear to have a detrimental impact on the efforts of Mathematics Departmental heads to enhance learners’ academic achievements in educational institutions. In conclusion, the results of the study indicate that there is a need for targeted training in certain domains, such as curriculum management and leadership, in order to effectively assist teachers and learners in the field of Mathematics department. The results of this study can be utilised by researchers to aid in the creation of a standardised framework. This framework can then be employed to enhance the leadership training of Mathematics Departmental heads who aspire to improve their role in curriculum leadership. Consequently, this training would have an impact on teachers’ classroom practices and teaching methods, as well as on the academic performance of learners.
