Exploring Departmental Heads’ Experience in the Use of Distributed Leadership to Enhance Learners’ Performance in Geography

Abstract

<p>The education sector has recently focused more on results than on the quality of learning, often evaluating schools based on student pass rates and comparisons across districts. However, true learners’ performance depends on daily classroom teaching, which is shaped by how teachers are supported and monitored. Departmental heads (DHs), with their subject expertise and teaching knowledge, play a vital yet often underappreciated role in this process. Despite this, little research has examined how DHs in South Africa use Distributed Leadership (DL) to enhance performance in geography. This study explored the application of DL among DHs to enhance learners’ performance in geography. It also examined how DHs’ understanding of how DL differs from other leadership practices based on their profession. James Spillane’s DL theory was adopted for this study. An exploratory, phenomenological, qualitative design within a constructivist paradigm was employed, utilizing interviews to interpret DHs' lived experiences and leadership practices. Purposive sampling was employed to select six DHs from schools that offer geography up to Grade 12. Semi-structured interviews were conducted online using Microsoft Teams to collect data. The interviews were recorded, transcribed, coded, thematized, and analyzed using thematic analysis with ATLAS.ti. Findings reveal that DHs apply DL to support teachers, promote collaboration, and improve geography performance. The study recommends that DHs adopt DL through ongoing development, mentoring, and collaboration. Delegating roles based on strengths and involving teachers and learners in decision-making, alongside strategies such as fieldwork and multi-stakeholder support, can improve geography performance and reduce resource disparities.</p>