Curriculum Leadership Training Modalities for Departmental Heads: Perceptions from South African

Abstract

This qualitative interpretative study explores the modalities of curriculum leadership training and development for departmental heads. Participant sampling was purposeful, and data were generated through semi-structured questions. Twelve department head (DH) participants were purposefully selected from six secondary schools. The participants had three or more years of experience in their positions. The theory of adult learning supported by principles of adult learning anchored the arguments in the article, supported the literature review, and assisted in answering the research questions. The literature review revealed that training and development vary from country to country. The findings showed that induction, professional support forums, modules and short learning programmes are the primary modalities used to train and develop DHs in South Africa.