Natural sciences (NS) is an amalgam of five science disciplines, but the teachers of this subject are usually generalists, or have specialised in a maximum of two of the disciplines. This poses a major challenge to heads of department (HoDs), who are expected to lead instruction in these disciplines. We investigate science HoDs’ capacity to provide instructional leadership in South African secondary schools. The study was quantitative in nature and adopted the survey design. The investigation involved 77 secondary schools out of the 243 schools in the Gauteng province of South Africa. A data set from 142 participants (HoDs = 30; teachers = 112) was used to explore the capacity of science HoDs to provide instructional leadership in secondary schools, using questionnaires. The findings suggest that the capacity of science HoDs to lead instruction is limited by their inability to differentiate between curriculum management and instructional leadership and the relatively insufficient time allocated to provide instructional leadership. Unless schools and local district offices review the grouping of subjects in science departments and in the allocation of natural science teachers and HoDs, much stronger subject-based instructional leadership may potentially continue to remain a mirage. We recommend more focused subject-specific training in natural sciences for both teachers and HoDs, and that leadership should be distributed along science disciplines.
Examining Schools’ Distributed Instructional Leadership Capacity: Comparison of Elementary and Secondary Schools
