Leading Digital Transformation in Historically Disadvantaged Primary Schools: An Exploration of the Challenges Faced by Departmental Heads

Bongani Nkambule

doi:10.30762/joiem.v7i2.8201

Authors

Bongani Nkambule Institute for Open and Distance Learning, College of Education, University of South Africa.

DOI:

https://doi.org/10.30762/joiem.v7i2.8201

Keywords:

departmental heads;, digital transformation, continuous professional development, digitally mediated education

Abstract

South Africa’s National Development Plan 2030 positions digital transformation as a key strategy for advancing education within the digital economy. This study explored the challenges faced by six purposively selected departmental heads in leading digital transformation across three schools in Mpumalanga Province. Using a qualitative approach, data were collected through semi-structured interviews and analyzed thematically. Grounded in the right to development, the study emphasizes the need for inclusive professional development for both teachers and school management teams. Findings revealed that older teachers’ anxiety toward digital tools affected departmental heads’ digital leadership. Departmental heads also experienced self-doubt due to limited ICT skills, reducing their capacity to mentor technologically skilled early-career teachers. Their ineffectiveness was further linked to limited in-service training, lack of postgraduate funding opportunities, and inadequate school- and district-level support. The study recommends continuous professional development, funding for specialized postgraduate training, and strategic support to strengthen departmental heads’ digital leadership.

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