Experiences of Mathematics Primary School Departmental Heads: Pertinent Challenges and Lessons Learnt

Abstract

Abstract There has been a shift in the professional management of schools which is gradually inclining towards performance-based management. This shift has put emphasis on managing schools to achieve higher learner performance and has put pressure on Departmental Heads (DHs) and teachers to improve outcomes especially in the mathematics subject. The main aim of the study is to explore a myriad of pertinent challenges experienced by DHs in managing mathematics in primary schools. In examining the phenomenon, we deployed an exploratory qualitative research approach. In collecting data, the researchers used the semi-structured interviews to interview [teachers, DHs, the curriculum advisor, principals]. The study was underpinned by the Deming quality management theory. The study provided insights in the myriad challenges and impediments in managing mathematics in primary schools by the heads of departments. The study results include the following: Problems with interpersonal stakeholder relations, lack of disciplinary expertise and specialization, teacher absenteeism and implications, work overload of mathematics heads of department, insufficient support from the educational and local school authority and insubordination, dereliction, and non-cooperation of teachers. This paper is significant because it adds novel insights in the epistemology of the management of mathematics in primary schools.