Heads of Department challenges: Supervision of Social Sciences teachers in map work teaching and learning in uMgungundlovu District, KwaZulu-Natal

Abstract

It is commonly agreed that learners perform poorly in map work because of teachers’ limited content knowledge. Heads of Department (HoDs) within schools supervise teachers to improve instruction for enhanced learner performance. However, due to a small number of curriculum specialists, HoDs in schools often fail to contribute to better performance through their supervision of Social Sciences teachers. This study explores the challenges faced by HoDs when supervising Social Sciences teachers in map work teaching and learning, using the case study of uMgungundlovu District, KwaZulu-Natal, South Africa. The study adopts an interpretive paradigm and uses a single case study design approach. Purposive sample was undertaken of eight HoDs and eight Social Sciences teachers in their schools, and data collected through interviews that were analysed thematically. The results indicate that HoDs experience workload and map work knowledge and skills challenges that limit their ability to supervise teachers. Teachers also highlight the constraints that HoDs experience but that they do not provide them with adequate support for map work instruction. It is recommended that curriculum specialists and HoDs knowledgeable in map work should supervise map work teaching and learning, and that the Department of Education should provide sufficient teaching and learning resources to enable adequate instruction.