Understanding the roles of deputy school heads in primary schools in Botswana

Main Article Content

Mavis Bashingie Mhlauli

Abstract

The position of deputy school head has in recent years attracted the attention of researchers and debate globally (Cranston, 2007). Deputies, in their individual capacity or collectively working with other members of the school management, perform a variety of tasks that contribute to the day-to-day operation of the school.  As would be expected, they work very closely with school heads, who have increased delegation of responsibility to deputy heads (Kwan & Walker, 2008). In Botswana as in other countries, deputy school heads play a very significant role in the management of schools. They are actively involved in a broad range of school responsibilities that include the function of head of academics and those delegated to them by school heads. In spite of the significance of their leadership and management school functions, their perspective of the role and responsibilities they perform have not been subjected to any extensive research. This exploratory study sought the views of primary deputy school heads about their role and responsibilities as members of the school management team. The study adopted heuristic case study design and semi-structured interviews were used to collect data. The sample of the study consisted of fifty deputy school heads. Data were analysed inductively using themes. The findings of the study show that they are aware of what their duties entail. The conclusion drawn from the study is that deputy-school heads are overwhelmed with duties that are not part of their job description. The study recommends that their duties be confined mainly to their job description to give them more time to focus on the supervision of teaching and learning, which is their core business. The findings of the study have implications for research and practice.

 

Article Details

How to Cite
Mhlauli, M. B. (2018). Understanding the roles of deputy school heads in primary schools in Botswana. Advances in Social Sciences Research Journal, 5(11). https://doi.org/10.14738/assrj.511.5587
Section
Articles
Author Biography

Mavis Bashingie Mhlauli, University of Botswana

Department of Primary Education

Senior Lecturer

References

References
1. Arar, K. (2014). Deputy-principals in Arab schools in Israel: an era of reform. International Journal of Educational Management, 28(1), 96-113.
2. Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to Research in Education. Wadsworth: Cengage Learning.
3. Berg, B.L. (2004). Qualitative research methods for the social sciences (5th Ed). New York: Pearson, Allyn & Bacon.
4. Beycioglu, K., Ozer, N., & Ugurlu, C. T. (2012). The facets of job satisfaction among vice-principals in elementary schools. Journal of Management Development, 31(7), 636-647.
5. Boyatzis, R. E. & Kolb, D. A. (2002). Learning Styles and Adaptive Flexibility: Testing Experiential Learning Theory. Management Learning, 33(1), 5-33.
6. Bulawa, P. (2011). Implementation of the Performance Management System in Senior Secondary Schools in Botswana: The Perspective of the Senior Management Team. Doctoral thesis, School of Education. James Cook University.
7. Bulawa, P. (2013). Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana. International Education Studies, 6(5), 56-67.
8. Cranston, N. (2007). What do we know about middle-level school leaders in New Zealand? An exploratory study of Auckland secondary deputy and assistant principals. New Zealand Journal of Educational Leadership, 22(1), 2007, 16-30.
9. Cranston, N., Tromans, C., & Reugebrink, M. (2004). Forgotten leaders: what do we know about the deputy principalship in secondary schools? International Journal of Leadership in Education, 7(3), 225-242.
10. Day, C. (2000). Effective Leadership and Reflective Practice. Reflective Practice, 1(1), 113-127.
11. Harvey, M. & Sheridan, B. (1995). Measuring the perception of the primary school deputy principal’s responsibilities. Journal of Educational Administration, 33(4), 69-91.
12. Kayes, D. C. (2002). Experiential Learning and Its Critics: Preserving the Role of Experience in Management Learning and Education. Academy of Management Learning and Education, 1(2), 137-149.
13. Kolb, A. Y. & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212.
14. Kolb, A. Y. & Kolb, D. A. (2011). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. The Sage Handbook of Management Learning, Education and Development, 42-68.
15. Kolb, D., Lublin, S., Spoth, J., & Baker, R. (1986). Strategic Management Development: Using Experiential Learning Theory to Assess and Develop Managerial Competencies. Journal of Management Development, 5(3), 13-24.
16. Kwan, P. & Walker, A. (2008). Vice-pricipalship in Hong-Kong: aspirations, competencies, and satisfaction. School Effectiveness and School Improvement, 19(1), 73-97.
17. Lee, J. C-K., Kwan, P., & Walker, A. (2009). Vice-Principals: their responsibility roles and career aspirations. International Journal off Leadership in Education, 12(2), 187-207.
18. Lewis, P. & Murphy, R. (2008). New directions in school leadership. School Leadership and Management, 28(2), 127-146.
19. Lincoln, Y. and Guba, E. (1985). Naturalistic inquiry. Beverly Hills CA: Sage
20. Macharia, J. M., Thinguri, R., & Kiongo, P. (2014). An Investigation into the Deputy Principals’ Preparedness in Discipline Management in Secondary Schools in Kenya. International Journal of Education and Research, 2(6), 199-214.
21. Merriam, S.B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
22. Mhlauli,M.B. (2010). Social studies teachers’ perceptions and practices for educating citizens in a democracy in upper classes in primary schools in Botswana. Unpublished PhD dissertation. Columbus: The Ohio State University. https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ETD_SUBID:72863
23. Morapedi, Z. E. & Jotia, A. L. (2011). Building Democratically Active Citizens Through the Prefectship System in Botswana Schools. Current Issues in Education, 14(1), 1-36.
24. Moswela, B. (2010). Instructional Supervision in Botswana Secondary Schools. Educational Management Administration & Leadership, 38(1), 71-87.
25. Munoz, M. A. & Barber, H. M. (2011). Assistant principals in high-stakes accountability environments: The effects of job attributes and school characteristics. Education Assessment, Evaluation and Accountability, 23, 131-142.
26. Pansiri, N. O. (2008). Instructional Leadership for Quality Learning: An assessment of the Impact of the Primary School Management Development Project in Botswana. Educational Management Administration & Leadership, 36(4), 471-494.
27. Pheko, B. (2008). Secondary school leadership practice in Botswana: Implications for effective training. Educational Management Administration & Leadership, 36(1), 71-84.
28. Republic of Botswana (2015). Applications from suitably qualifies and experienced candidates for the post of Deputy School Head at different Secondary Schools (Junior & Senior) in the country (Reference No. REF: TSM 4/32/9 1 (38) AD RP). Gaborone: Ministry of Education and Skills Development.
29. Wong, P-M. (2009). A conceptual framework for understanding the working relationship between school principals and vice-principals. School Leadership and Management, 9(2), 157-179.
30. Yu-kwong, P. K. & Walker, A. (2010). Secondary school vice principals: commitment, challenge, efficacy and synchrony. British Educational Research Journal, 36(4), 531–548.