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engaging in the organization’s shared vision and goals by setting a positive example .Modelling the best practice for departmental heads may alleviate fears inherent in assuming new leadership position and develop their capacity as instructional leaders. By setting a positive example principals reveal their commitment to the stakeholders (Abu-Tineh et al.,2009).
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Gabo further stressed the importance of holding, not only briefings but formal meeting too.
Formal meetings according to Gabo ensured that the gravity of matters that are discussed are appreciated by all members of SMT. Gabo elaborated:
To do it (capacity-building) we have got the meetings and in the meetings we need to have to minute everything that we are talking about there. So in the meetings it's where we discuss and check if there are challenges that they face.
The importance of holding formal meetings was also echoed by Nono. Nono believed formal meetings provided opportunities for SMT members to reflect on and review strategies. Nono stated:
Even if it is meetings, as they do take place, make it a point that whatever that you decided upon in that meeting is there in writing and keep the records and documents because at the end of the day, that is where you have to go back and reflect should go wrong.
Principals should guard against the temptation to dominate all the proceedings of meetings.
Dominating other members of SMT in meeting may have adverse effect on capacity-building of departmental heads. Zizi advised:
When we have meeting you must be as principal, just not saying anything. Just be seated to observe how they interact with other teachers...We only intervene when there is a need. HoDs must be active participants.
Meetings with departmental heads may also be used purely for professional development.
Principals in consultation with DHs can identify areas that require professional development and agree on dates and duration of the meetings/workshops. Bheka clarified:
We make it a point that twice a month, we do have some form of professional development. Your departmental head should understand the role of a deputy principal.
They must understand your role as a principal. They must understand the role of educators and the role of the departmental head himself.
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Findings reflect that principals viewed holding regular meetings with departmental heads to discuss school matters as an excellent opportunity for all SMT members to contribute towards achievement of organisational goals. Meetings should, amongst other things, be characterised by active participation by all and adoption of resolutions. Participants stressed the importance of holding regular meetings. Meetings provide opportunities for transformational leaders to promote intellectual stimulation (Abdullah et al., 2016). Principals should co-ordinate the crafting of action plans that reflect dates for meetings. These dates must be made available to all members of SMT. Transformational principals can use meetings to initiate reform efforts and develop new approaches to improve their performance and that of educators in their departments ( Valentine & Prater, 2011).
4.7.2 Involvement in planning
There was consensus amongst participants that one way of facilitating capacity-building for DHs was to involve them in planning. Planning may entail, amongst other things, crafting whole school development plan, annual academic improvement plan, professional development plan and school improvement plan. Zizi said she involved departmental heads in areas requiring planning including budgeting. Zizi felt if DHs are not involved in budgeting for year an impression might be created that she was hiding something. Nono also agreed with Zizi on importance transparency when dealing with DHs. Nono observed that in some instances DHs were reluctant to execute tasks that were not properly communicated during planning session.
Tony stated that involvement of DHs in conducting SWOT analysis worked very well his school.
Through SWOT analysis they were able to prioritise certain activities. Bheka emphasised the importance of reviewing the implementation of resolution that were taken during SWOT analysis (planning session). According to Tony, planning should assist in identifying challenges. Tony stated:
Using this SWOT is where you can see the strengths, weaknesses, opportunities and threats you have. Now if you would sit down and do your own SWOT for a school, I think is where you can pick up the challenges. So through the SWOT analysis, it is easier for us
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to make a school improvement plan, looking at these areas, especially those that are in need of development.
Bheka, like Tony, viewed planning with DHs as an important mechanism to facilitate capacity- building. Through planning together whole SMT is made aware of all activities that school must organise. Bheka stated:
Another important thing that I indicated earlier on is planning towards the end of the year. We do planning, together with the departmental heads, as to their responsibilities and the activities that will be taking place in their departments. From time to time, we review what is happening.
During planning session principals may identify certain tasks that they cannot execute due to commitments with others activities. Identified tasks can be delegated to DHs to perform.
Performing these tasks and receiving positive feedback from principals enhance the capacity of DHs. Nono explained:
When you delegate duties, make it a point that this one is responsible for late coming;
this one is responsible for registers; this one is responsible for control. When you delegate duties, as a SMT, you would know what happens with each one.
From extracts above, it is evident that participants felt that the importance of planning by SMT members cannot be overemphasised. Proper planning prevents possible leadership problems or disasters. Using SWOT analysis as springboard for planning, school leadership can tailor their interventions to respond the challenges of the school. Principals should encourage departmental heads to participate in planning session. According to Bush and Glover (2016) literature review on teacher attitudes to further training concludes that educator involvement in planning activities assists to develop a more positive attitude. During planning sessions respective departmental heads should table matters or activities that departments intend to organise. Tabling all activities enables the members of SMT to prioritise activities and review budget where necessary .Steyn and Wolhuter, 2010 & Boateng, 2014) noted there has been little improvement in schools’
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capacity to engage in planning because many schools in South Africa as some are dysfunctional or do not function optimally.