ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2245

Exploring senior education specialists’ roles in developing educators at secondary schools in the Gert Sibande education district

Sibongile Jeaneth Mthethwa1
  1. 1 Mpumalanga Department Education, South Africa

Abstract

Since 1994, the South African education system has been on a transformational trajectory. New curricula, policies, management, and control systems emerged. They heralded a fundamental change in the education system. The education system thus adopted a different outlook, with transformative aims and objectives. In line with this change, the previous school inspectors were renamed Senior Education Specialists (SESs). They were assigned a development role, unlike their predecessors, who were known for coercion, subjugation, dismissiveness, and a tendency to use judgmental approaches in support of schools. This study explores the roles of SESs in developing educators, identifies factors that impede their effectiveness in this development, and suggests strategies they could use to achieve educator development and attain educational goals. It employed a qualitative Case study research design, through which a sample of SESs was interviewed and observed. It employed documents that SESs use in the performance of its developmental support service to educators. The findings revealed that the concept of a supervisor is referred to differently across countries. Whether they are called supervisors or inspectors, it does not matter. What matters is the effectiveness with which they perform their roles and functions. Significantly, the political system in each country can shape people’s perceptions of education authorities. Negative perceptions of the political system may affect the performance of education authorities, leading to poor performance across the entire system. This study recommends that SESs develop lethargy, which does not help the system, as SESs' lethargy is frustrated by the lack of demonstration of appropriate teaching methods for teachers to use. It reports that SESs leaving with schools are not acted upon, but that SESs have no authority to require schools to consider such recommendations.

How to Cite

Mthethwa, S. J. . (2026). Exploring senior education specialists’ roles in developing educators at secondary schools in the Gert Sibande education district. International Journal of Studies in Inclusive Education, 3(1), 44–51. https://doi.org/10.38140/ijsie.v3i1.2245
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