Mdodana-Zide, L.Nyandeni, Bongela Synchronize2025-01-092025-01-092024http://hdl.handle.net/11660/12957Dissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024Developing Heads of departments (HoDs) is critical in meeting the increasing demand of the 21st-century education system. Development programmes have been implemented in South African schools to aid in the professional development of HoDs. These programmes are designed to improve HoDs' capacity to carry out their assigned duties successfully. However, obstacles remain. This qualitative study aimed to investigate the experiences of HoDs relating to professional development aspects of the Quality Management System. The investigation was undertaken in the South African province of KwaZulu-Natal's uThukela District. The adult learning theory was implemented to substantiate the study's analysis. This research aimed to determine HoDs' perceptions of the Quality Management System as a professional development programme and formulate recommendations on how the programme could be enhanced to be more efficient. Following an interpretive paradigm, the participants generated meaning and knowledge based on their experiences while influencing their thoughts and societal beliefs. The study was narrated from the participants' experiences using phenomenology as a research design. These experiences facilitated HoDs to deduce meaning from their experiences with the Quality Management System as a professional development programme. In the uThukela District, two primary and two high schools were selected as sites. The sample size consisted of two HoDs per primary school and four HoDs per high school, with a minimum of two years of working experience with the Quality Management System programme. Data was obtained through semi-structured interviews and document analysis. The study revealed that there is a need for professional development of school managers, and it is crucial for HoDs to be developed holistically as curriculum leaders. The findings further revealed that the value of professional development programmes is acknowledged by HoDs as they perceive the programmes to serve as a foundation for the transition into leadership positions and remain competent and well-informed in their careers. The study also revealed that the implementation of the QMS as a PDP has improved the quality of development of leaders, however, despite the programme's positive aspects, QMS implementation continues to face challenges such as excessive paperwork, time-consumption and educator challenges. Therefore, the study concludes that the implementation of QMS as a PDP is essential in improving the quality of education through the professional development of school leaders, while the QMS as a PDP still needs refinement in addressing practical challenges experienced by HoDs in schools. The study recommends that the QMS as a PDP can be strengthened through providing tailored strategies that are accommodative to the leadership roles of HoDs, such as extensive training to HoDs, providing adequate resources as support to HoDs, and finally embracing digital technologies to streamline process.enHeads of DepartmentsProfessional development programmeQuality Management SystemDissertationUniversity of the Free State