In many education systems, Heads of Departments serve as a critical link between national education policy and the daily realities of the classroom. They are responsible for guiding subject teachers, supporting curriculum implementation, and supporting effective teaching practices within their departments.
In many education systems, Heads of Departments serve as a critical link between national education policy and the daily realities of the classroom. They are responsible for guiding subject teachers, supporting curriculum implementation, and supporting effective teaching practices within their departments.
Despite this important role, the influence of middle managers on teacher performance and confidence is often assumed rather than empirically examined, particularly in Caribbean education systems.
PhD student in the Faculty of Humanities and Education, Michelle Williams is seeking to fill this gap by investigating how the instructional leadership practices of Heads of Departments influence teachers’ confidence in their ability to teach effectively and positively impact student learning.
The study focuses specifically on teachers in the subject areas of Science, Technology, Industrial Technology, and Mathematics, disciplines that are increasingly important for national development and global competitiveness.
The research, entitled ‘Leading from the Middle: An Investigation of the Relationship between Middle Managers’ Instructional Leadership and Teacher Efficacy in Secondary Schools in Barbados’ explores how leadership at the departmental level shapes teachers’ beliefs about their professional capabilities.
“Heads of Departments are the middle managers who provide the support necessary for teachers to thrive in their work. Therefore, understanding the relationship between department heads’ leadership behaviours and the way teachers feel about themselves and their work becomes a critical component to student achievement. Equally measuring this relationship informs education best practices, drives policy changes, embraces creativity, and sustains innovation,” Williams said.
Using surveys, Williams is collecting data from teachers across secondary schools in Barbados. The information measures both the leadership behaviours of Heads of Departments and teachers’ beliefs, attitudes, and perceptions about their professional abilities.
The data will then be analysed using statistical methods to identify patterns and relationships between leadership practices and teacher efficacy across subject areas.
Williams stated that her research is significant because strong teacher confidence and support systems are closely linked to improved classroom practices and better student outcomes.
She added that teachers may feel more capable and motivated in their work if middle managers provide effective instructional leadership through mentorship, feedback, collaboration, and professional guidance. This, she said, can enhance the quality of instruction students receive and ultimately contribute to stronger educational performance.
