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Heads of Department (HODs) as facilitative leaders
Author
Wee, Pat Ghee
Supervisor
Zhang, Yenming
Abstract
This dissertation attempted to find out how Heads of Department (HOD) could facilitate in the successful implementation of the Ministry of Education (MOE) initiatives such as Information Technology (IT), National Education (NE) and Thinking Skills (TS) in a primary school. In this dissertation, the perception, attitudes, abilities and confidence level the teachers possessed with regard to the three initiatives were investigated. Based on the findings gleaned from the analysis of the data from the research, recommendation for future were put forward.
The research designed employed a questionnaire survey of 46 teachers in a primary school. This quantitative methodology was supported by interviews of 5 HODs from the same school.
The findings revealed that most of the teachers in the school possessed positive perceptions and attitudes about the introduction and implementation of the initiatives. Most of the teachers lacked the knowledge and skills to cope with new initiatives individually. The research also revealed that the teachers had low confidence level with regard to the three initiatives. The teachers believed that facilitation by the HODs could help to increase their ability and confidence levels. For IT, they preferred the HODs to pair up the less confident teachers with the more confident ones so that the latter could act as a mentor. However for NE and TS, the teachers would prefer having more sharing sessions among colleagues. The largest number of teachers in the school was under the response of "the willing but the unable".
The study showed that there was a need for the HODs to continue providing effective facilitation. Communication was recommended, not so much as to change the negative perceptions of the teachers but to get the teachers more excited and motivated about the three initiatives. In this way, it is focusing on teachers as units of change.
Concentrating on the school as a change unit required cultivating a positive culture towards change. HODs should promote positive team spirit by tapping on the teacher's willingness to learn and share, and their preference of working in teams and get them to be involved in planning and action research. These were also changes into the school's workflow that would facilitate change implementation as well. HODs should also delegate the able teachers to help in the training and mentoring of the less able and less confident counterparts. Since most of the teachers were not proficient in the initiatives, training and hand-holding sessions should be on-going. As the teachers were willing but unable to carry out the new initiatives, HODs as facilitative leaders need to be risk takers and allow the teachers to learn from mistakes., i.e. to view taking risks as a positive learning event.
By focusing change on the individuals, school and workflow, it would be possibel to obtain and maintain the commitment of the teachers through the whole change process.
The research designed employed a questionnaire survey of 46 teachers in a primary school. This quantitative methodology was supported by interviews of 5 HODs from the same school.
The findings revealed that most of the teachers in the school possessed positive perceptions and attitudes about the introduction and implementation of the initiatives. Most of the teachers lacked the knowledge and skills to cope with new initiatives individually. The research also revealed that the teachers had low confidence level with regard to the three initiatives. The teachers believed that facilitation by the HODs could help to increase their ability and confidence levels. For IT, they preferred the HODs to pair up the less confident teachers with the more confident ones so that the latter could act as a mentor. However for NE and TS, the teachers would prefer having more sharing sessions among colleagues. The largest number of teachers in the school was under the response of "the willing but the unable".
The study showed that there was a need for the HODs to continue providing effective facilitation. Communication was recommended, not so much as to change the negative perceptions of the teachers but to get the teachers more excited and motivated about the three initiatives. In this way, it is focusing on teachers as units of change.
Concentrating on the school as a change unit required cultivating a positive culture towards change. HODs should promote positive team spirit by tapping on the teacher's willingness to learn and share, and their preference of working in teams and get them to be involved in planning and action research. These were also changes into the school's workflow that would facilitate change implementation as well. HODs should also delegate the able teachers to help in the training and mentoring of the less able and less confident counterparts. Since most of the teachers were not proficient in the initiatives, training and hand-holding sessions should be on-going. As the teachers were willing but unable to carry out the new initiatives, HODs as facilitative leaders need to be risk takers and allow the teachers to learn from mistakes., i.e. to view taking risks as a positive learning event.
By focusing change on the individuals, school and workflow, it would be possibel to obtain and maintain the commitment of the teachers through the whole change process.
Date Issued
1999
Call Number
LB2822.5 Wee
Date Submitted
1999