DRIVING TEACHER SATISFACTION: THE STRATEGIC ROLE OF GRADE HEADS IN SPECIAL SCHOOLS
| Author | Contact |
|---|---|
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Cindy Ramhurry Faculty of Humanities Department of Languages, Cultural Studies & Applied Linguistics University of Johannesburg |
cindyr@uj.ac.za ORCiD: 0009-0003-3208-8895 |
Abstract
Teacher job satisfaction remains a critical concern in education due to its influence on teacher retention, well-being, and instructional effectiveness, particularly within special schools where teachers face complex pedagogical and emotional demands. In such contexts, the leadership role of grade heads becomes pivotal in shaping teachers’ professional experiences. This study aimed to explore the roles of grade heads in enhancing teachers’ job satisfaction in special schools. The study adopted a qualitative phenomenological research design because it aimed to gain insight into participants’ perceptions, feelings, and interpretations. Data were collected through semi-structured interviews involving a purposive sample of ten participants comprising grade heads. Data was analysed using thematic analysis. The findings revealed that grade heads enhance teachers’ job satisfaction through multiple interconnected roles, including instructional leadership, emotional and professional support, facilitation of collaboration and team cohesion, motivation, and resource coordination. These roles contribute to improving teachers’ competence, emotional well-being, sense of belonging, and professional fulfilment, thereby directly addressing the research aim. The study concludes that grade heads play a multifaceted and transformative leadership role in special schools, significantly influencing teachers’ job satisfaction. It recommends strengthening leadership development programmes, institutionalising emotional support systems, promoting collaborative practices, implementing recognition strategies, and improving resource allocation mechanisms. The study underscores the need for context-responsive leadership approaches that support teacher well-being and enhance educational outcomes in special school environments.
Keywords
Collaboration, emotional support, grade heads, instructional leadership, teacher job satisfaction, transformational leadership, special schools
