Instructional Supervision Strategies Employed by Heads of Department in Map Work Teaching

A Case Study of uMgungundlovu District, South Africa

Abstract

Map work is an essential component of the geography curriculum in South African schools. Despite its importance, it remains a challenging area for many teachers, resulting in learners performing poorly in it. Heads of department (HoDs) are considered the ideal school-based leaders to facilitate instructional improvement for enhanced learner performance. The purpose of this study was to examine the strategies used by HoDs to support Grades eight and nine Social Sciences teachers in map work teaching in uMgungundlovu District, South Africa. The study used a qualitative case study design. Eight HoDs, eight Social Sciences teachers, and documents used by the HoDs and teachers were purposively selected. Semi-structured interviews and document analysis were used to generate qualitative data that were thematically analysed. The study found that HoDs use the inspection-based, traditional supervision strategies. It is recommended that the Department of Education should establish professional development policies aimed at capacitating HoDs in instructional supervision. School-based instructional leaders should promote collaborative supervision as the effective strategy to improve instruction and enhance learner performance.