Introduction and backgroundSouth Africa's per capita income ranks 25 out of the 195 countries surveyed in 2013 (CIA Worldfact Book 2013:1). Similarly, the 2013 budget indicates that the Department of Education gets an allocation of R164 billion which is 5.6% of the GDP and 14.3% of the government expenditure (National Treasury 2013:5). However, the Global Competitiveness report (2012-13:13), which looked at the 12 pillars of competitiveness, show that the quality of primary education in South Africa ranks 132 out of 144 countries. This finding indicates that the scores obtained by South African students on international tests are much lower compared to countries that spends proportionately much less on schooling (Crouch & Fasih 2004:1).More broadly, the statistics released by the Department of Basic Education (2011:40), reveal that the average mark for Grade 3 learners in the Annual National Assessment (ANA) was 35% for literacy and 28% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only 19% for numeracy.These statistics reveal the extent of the problem of low levels of literacy and numeracy, particularly in Mpumalanga. This becomes a challenge especially in the Foundation Phase of private schools, former model C schools, township or rural schools and lastly farm schools (Nkabinde 2013:1). What can be expected of heads of department (HoDs) in addressing this crisis? Along with other contributors, HoDs must be able to perform their roles and responsibilities to ensure that learners progress positively in the Foundation Phase, especially in literacy and numeracy. Background:The Global Competitiveness report shows that the quality of primary education in South Africa ranks 132 out of 144 countries. Statistics released by the Department of Basic Education in South Africa reveal that the average mark for Grade 3 learners in the Annual National Assessment (ANA) was 35% for literacy and 28% for numeracy. Aim:We seek in this article to share the voices of the Foundation Phase heads of departments (HoDs) regarding their motivational roles and responsibilities in learner performance. We also aim to understand their role in tandem with other contributors, as well as all stakeholders in the Department of Basic Education who are responsible for teacher development and curriculum delivery.Setting: Ehlanzeni, Bohlabela, Gert Sibande and Nkangala in Mpumalanga.Methods: A quantitative research approach was used, where questionnaires were distributed to 274 Foundation Phase HoDs in all four districts in Mpumalanga. Results:The findings indicate that HoDs have a moderate perception of their responsibility in motivating learners; moreover, they do not recognise the role of parents as motivators of learners. They seem too busy teaching in their classrooms and lack the time and skill of supervising their subordinates and involving parents in the education tripod. The legislative framework (PAM document), it can be argued, does not allow sufficient time for HoDs to efficiently perform their tasks. Conclusion:R...
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