Relevant bibliographies by topics / High school department heads – Namibia

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Academic literature on the topic 'High school department heads – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "High school department heads – Namibia"

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O'neill, G. Patrick, and Joseph E. Brusutti. "Term Appointments for High School Department Heads: Seeking a Consensus." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 6 (February 1989): 269–72. http://dx.doi.org/10.1080/00098655.1989.10114070.

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Gapor, Rohamina Palakad, and Teresita Rubang Doctor. "Engagement and Performance among Administrators of Public Secondary School in Nakhon Nayok, Thailand." World Journal of Education 10, no. 5 (October 20, 2020): 29. http://dx.doi.org/10.5430/wje.v10n5p29.

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This study used a descriptive-quantitative research method. The objectives were to assess administrators' level of work engagement, work performance, and to determine the correlation between work engagement and work performance. The respondents of this study were 22 principals/deputy principals, 22 directors/deputy directors, and one hundred seventy-six (176) department heads and deputy department heads of the public secondary schools of Nakhon Nayok, Thailand. All data were based on a self-report. The findings showed that the administrators' engagement level (mean =4.07) and performance level (4.21) was high at a 0.5 level of significance. There is also a strong correlation (r = 0.96) between engagement and performance. The implication of this study is to help administrators maintain or enhance engagement and performance for continuous improvement in the indicators mentioned in this study for the success of school management.
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Suleman, Qaiser, Ishtiaq Hussain, and Saib Shehzad. "Relation of Occupational Stress and Job Satisfaction: A Study of Secondary School Heads in Khyber Pakhtunkhwa, Pakistan." Global Social Sciences Review III, no. II (June 30, 2018): 237–72. http://dx.doi.org/10.31703/gssr.2018(iii-ii).15.

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This paper examines the relationship between occupational stress and job satisfaction among secondary-school-heads in the province of Khyber Pakhtunkhwa. A sample of only 402 secondary-school-heads (Male n = 260, Female n = 142) was selected with the help of multistage sampling technique. A descriptive and correlative design was employed. Two standardized tools were employed i.e., "Occupational Stress Index (OSI)" and Minnesota Satisfaction Questionnaire (MSQ) for seeking the responses. Pearson's correlation and linear regression were employed to analyze data statistically. The findings exposed a strong inverse relation between occupational stress and job satisfaction. Furthermore, a substantial negative correlation between all the subscales of occupational stress and overall job satisfaction is also present. Eight subscales of occupational stress, i.e., role ambiguity, responsibility for persons, under participation, unreasonable group and political pressure, low status, strenuous working conditions, peer group relations, and unprofitability were found significant predictors and have negative effect on job satisfaction. So, the researchers recommend focusing reduction in the level of occupational stress among secondary-school-heads. Elementary and Secondary Education Department should have collaboration with policy makers to formulate rewarding and effective strategies for stress reduction for secondary school heads to have high spirit for yielding good outcomes.
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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (November 2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.

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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.
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Salisna, Rahamdina, Alamsyah Harahap, and Dedi Sofyan. "NEED ANALYSIS OF ENGLISH FOR TOUR AND TRAVEL DEPARTMENT OF VOCATIONAL HIGH SCHOOL IN BENGKULU CITY." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (April 26, 2019): 1–12. http://dx.doi.org/10.33369/joall.v4i1.6303.

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This research aimed to investigate the English needs of Tour and Travel Department at Vocational High School Negeri 1 and Vocational High School Negeri 7 in Bengkulu City. The research used mixed method and convergent parallel design. The sample of this research consisted of three groups of respondents. First group was students, consisted of 28 active students and 4 alumni. Second group was English teachers, consisted of 2 English teachers. The third group was stakeholders, consisted of two heads of the Tour and Travel Department, two assistances of curriculum, hotel, and tour staffs. The data of this research were gathered by using adapted questionnaire and interview. The questionnaire was analyzed quantitatively and interview was analyzed qualitatively. The data were combined by using convergent parallel design. Results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. Topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. Topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism. Topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. Topics of writing which has the greatest importance are rules and regulation, instruction.
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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.

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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
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Almutairi, Talal S., and Nawaf S. Shraid. "Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 588. http://dx.doi.org/10.11591/ijere.v10i2.20838.

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<p>This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.</p>
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Rizzo, Terry L., Penny McCullagh, and Donna Pastore. "Recruiting, Evaluating, and Retaining Kinesiology Faculty Members." Kinesiology Review 8, no. 4 (November 1, 2019): 283–90. http://dx.doi.org/10.1123/kr.2019-0038.

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This paper offers direction and guidance to help departments develop fair and equitable search, evaluation, and retention strategies for their faculty. Included is how to attract a diverse candidate pool and successfully recruit diverse candidates. In addition, the paper provides guidelines about evaluating faculty members, emphasizing the need for formative evaluation that offers faculty ample opportunities, resources, and support systems for improving their performance before any summative evaluations administered by a department or college. Finally, the paper presents retention stratagems as guidelines to help departments support and retain their high-quality faculty members. Achieving the goals of recruitment, retention, and advancement requires the involvement and leadership of university officers, school deans, department chairs/heads, and faculty.
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Tsegaye, Misganaw Alene, and Birara Asnakew Moges. "Roles And Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia." Asian Journal of Humanity, Art and Literature 1, no. 1 (June 30, 2014): 48–69. http://dx.doi.org/10.18034/ajhal.v1i1.282.

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This study examined the roles and challenges of secondary school instructional leadership for the achievement of student learning in some selected schools in the South Gondar, Ethiopia. The researchers used a descriptive research design of survey type and gathered data through questionnaire and interview. The sample of this study comprises; principals, unit leaders, teachers and students in eight secondary schools in the South Gondar Zone. Thus, one hundred seventy five (175) teachers, seventy five (75) instructional leaders (20 principals, 11 unit leaders & 44 department heads), two hundred eighty five (285) students and eleven (11) officials at regional and district level were selected. Five research questions guided the study. The data collected were analyzed through the computation of percentages. Findings indicated significant relationships between distributed leadership and school goal achievement; teachers’ professional development; instructional programme management; effective teaching and learning; and promotion of school climate which include facilitating and understanding of the lesson, create an interesting environment with high class participation. Based on this finding, school heads/authorities should make it mandatory that distributed leadership should be adopted in such a way that everyone in schools is empowered to make his or her job more efficient, meaningful, and effective.
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García-Martínez, Inmaculada, Pedro J. Arrifano Tadeu, José Luis Ubago-Jiménez, and Carlos Brigas. "Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context." Education Sciences 10, no. 7 (July 1, 2020): 175. http://dx.doi.org/10.3390/educsci10070175.

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Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.
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Dissertations / Theses on the topic "High school department heads – Namibia"

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Naundobe, Robert Natukondye. "Horns of dilemma : Department head and subject teacher : a case study of Heads of Department in a public secondary school, northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017354.

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The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.
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Korach, Rachel Mae. "A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1254.

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The purpose of this descriptive study was to examine and compare perceptions between high school department chairs and teachers regarding the role of the high school academic department chair in Oregon, a position which has been largely ignored in recent educational reform efforts. Schools selected for the study were limited to those sharing the same qualities of size and structure as those of the high schools in the researcher's own district. A researcher-constructed questionnaire defining 44 activities comprising five categories of department chair responsibility provided data from 118 high school department chairs and 114 teachers from 34 Oregon high schools. Respondents addressed three issues: (a) definition-perceptions of what the role of the high school department chair looks like in practice; (b) clarification-perceptions of which activities are most important to the role; and (c) extension-perceptions of which activities are most important for the department chair to continue to improve in carrying out the role. Results of this study show teachers' expectations for the role of the department chair to be substantially different from those of the chairs themselves. Chi-square testing revealed statistically significant (R < .05) incongruence of perceptions between department chairs and teachers for 21 of the 44 activities across all five of the categories of department chair responsibility. Department chairs consistently perceived themselves to devote more time to their role than teachers perceived chairs to spend. Teachers placed more importance than did chairs on protection of instructional time and support of teachers' professional needs and concerns. Statistically significant differences in perception between males and females in the study population were also found for 24 of the 44 activities. Females consistently valued more highly than did males those department chair activities that reflect a facilitative, collaborative approach to leadership. Greater percentages of males more highly valued management activities than did females. These findings suggest both ambiguity in role definition and incongruence of role expectations to be obstacles to effective role performance for the high school department chair. Open, focused dialogue is suggested as a means for resolving these contradictions.
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Fletcher, Courtney Lee. "The role of high school department chairpersons in a large urban school system." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134647/.

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Orris, Aria Burnette. "The role of high school department chairs in a large suburban school system." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/76327.

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While the literature indicates that virtually all high schools have department chairs, little research has been done that examines the role of the department chair or how they spend their time. The publication of A Nation At Risk and the reports that followed have placed greater emphasis on instructional leadership leading many to suggest that department chairs are being under utilized within their school. The purpose of this study was to describe how high school department chairs spend their time; what principals, teachers, and department chairs believe should be the role of the department chair; and to examine the discrepancies between reported time spent and reported role the department chair should have in the areas of supervision, curriculum, personnel, management, communications, and staff development. A descriptive survey method was used in the study. The sample consisted of 22 high school principals, 88 department chairs, and 264 teachers in a large suburban school system. From a list of items identified through a search of the literature as tasks performed by department chairs, the respondents were asked to indicate the amount of time spent on each task and the importance of each task to the role the department chair should have. Descriptive statistics including frequencies, percentages and means were used to report results. It was found that all groups were in general agreement as to how department chairs spend their time, but disagreed on the amount of time spent. Principals and department chairs perceived department chairs spent more time on most tasks than did teachers. The greatest amount of time spent by department chairs was on tasks related to management and communication. All groups agreed that the role of the department chair should be expanded to increase responsibilities in management, communications, personnel, and curriculum. However, an expansion of the role in staff development was seen as more important by principals and department chairs than by teachers. Principals indicated greater support for a role expansion in supervision than did department chairs or teachers.
Ed. D.
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Lawrence, Dale R. (Dale Robert). "A Study of the Responsibilities of Department Chairpersons in 5-A Public High Schools in Texas." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331827/.

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This study identified and compared the perceptions of department chairpersons and their principals about what responsibilities should be assigned to chairpersons, what responsibilities are currently assigned to chairpersons, and the chairperson' perceived need for any additional training, administrative support, departmental support, or released time in order to fulfill responsibilities currently assigned. Principals and chairpersons from 132 of the 264 5-A public high schools in Texas were surveyed by means of a 61- item questionnaire. The questionnaire included responsibilities in ten areas: planning, evaluation, budgeting, personnel, curriculum and instruction, communications, scheduling, clerical activities, supervision, and advising. Chairpersons from English, Foreign Languages, Mathematics, Physical Education, Science, and Social Studies were included in the study. Data collected in the study were keypunched and computer-processed, generating frequencies, percentages, means, and appropriate chi-square tests of independence, and probability factors for determining significance. The following conclusions were drawn from the study. 1. There is substantial agreement between Texas principals and chairpersons about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, communications, and advising. 2. There is moderate to substantial disagreement . between Texas principals and chairpersons about responsibilities that should and should not be assigned in the areas of evaluation, personnel, curriculum and instruction, and scheduling. 3. There is a general difference perceived by chairpersons in the study between what they think they should be doing as chairpersons and what they are currently assigned to do. 4. There is general agreement among chairpersons from different disciplines about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, personnel, and advising. 5. Texas chairpersons perceive a greater need for administrative and departmental support than for additional training. 6. Texas department chairpersons perceive responsibilities in the area of evaluation as those for which they need the highest levels of support.
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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

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Korach, William Anthony. "A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1200.

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The purpose of this exploratory descriptive study was to provide a first step in clarifying the role of the high school academic department chair as it is currently practiced in the state of Oregon. The study examined from the administrative perspective the potential for the continued development of the educational leadership role of the department chair as an administrative resource for instructional improvement. A researcher-constructed questionnaire was used to gather data from 27 Oregon school district superintendents, 34 high school principals, and 118 high school department chairs from English, math, science, and social studies departments in those same high schools.
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Tseung, Chun-Lan Meggy. "A study of a university department head : learning approach, strategic planning & thoughts /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26234105.

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Brown, Glenn E. "A descriptive study of department heads of public high schools in Virginia: who they are and what they do." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53917.

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This study described who the department heads of public high schools in Virginia are, what functions they are assigned, the degree of responsibility they hold for each function, and the responsibility it is believed they should be assigned for each function. A descriptive survey method was used in this study. The population consisted of the principal and two department heads selected from each public high school in the Commonwealth of Virginia. From a list of items identified through a search of the literature, as functions performed by department heads, the respondents were asked to describe each relative to importance to instruction, the degree to which each function is assigned to department heads, and the degree to which the function should be assigned to department heads. Descriptive statistics included frequencies, means, medians, ranges, and percentages. It was found that most department heads are experienced white female teachers who have been department heads five years or less. The number and size of departments increased as school size increased and the position of department head is well established in the administrative hierarchies of Virginia's public high schools. Principals believe that all twenty-eight functions studied are important to instruction and department heads reported twenty-six. Principals and department heads agreed that department heads are assigned at least some responsibility for most of the functions studied and that department heads should be assigned at least some responsibility for all of the functions studied. While the status and function of the department heads may be affected by issues related to the administration of schools and empowerment of teachers, this study indicates that the department heads in Virginia's high schools are more of an extension of the principal down than extensions of the teachers up in the administrative ranks of the schools. If the department heads are to assume larger roles in instructional leadership, it is suggested that they should receive more release time and salary supplementation.
Ed. D.
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Wong, Kwan-yu. "Role conflict, role ambiguity, and work design : perceptions of heads of departments in Hong Kong aided secondary schools /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890931.

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Books on the topic "High school department heads – Namibia"

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Midwood, Dale. Heads up: New directions for department heads. Toronto: O.S.S.T.F., 1987.

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Felicity, Fletcher-Campbell, and National Foundation for Educational Research in England and Wales., eds. The time to manage?: Department and faculty heads at work. Windsor, Berkshire, England: NFER-Nelson, 1989.

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Earley, Peter. The time to manage?: Department and faculty heads at work. London: NFER/Routledge, 1992.

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Effective department and team leaders: A practical guide. Norwood, Mass: Christopher-Gordon Publishers, 1998.

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Department head's survival guide: Ready-to-use techniques and materials for effective leadership. Englewood Cliffs, N.J: Prentice Hall, 1993.

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Head of Department: Principles in Practice (Management and Leadership in Education). Cassell, 1998.

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Head of Department: Principles in Practice (Management and Leadership in Education). Cassell, 1998.

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B, Klein Richard, and Slick Sam L. 1943-, eds. Managing the high school foreign language department: A handbook for teachers and administrators. Lincolnwood, Ill: National Textbook Company, 1996.

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Fletcher-Campbell, Felicity, and Peter Earley. The Time to Manage? (NFER Research Library). Routledge, 1992.

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How To Thrive As A Teacher Leader. Association for Supervision & Curriculum Deve, 2005.

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Conference papers on the topic "High school department heads – Namibia"

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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