CAUGHT IN THE MIDDLE BETWEEN POLICY AND PRACTICE: GRADE HEADS’ EXPERIENCES OF ENHANCING TEACHER JOB SATISFACTION IN SOUTH AFRICAN SPECIAL SCHOOLS
Abstract
Teacher job satisfaction is a critical factor influencing educational quality, teacher
retention, and learner outcomes, particularly within special school contexts characterised
by increased complexity and resource limitations. In South Africa, the implementation of
inclusive education policies has intensified the leadership responsibilities of grade heads,
yet limited research has examined the challenges they encounter in supporting teachers'
job satisfaction. This study investigated the challenges faced by grade heads in
enhancing teachers' job satisfaction in South African special schools. Guided by an
interpretivist paradigm, the study employed a qualitative case study design. Data were
collected through semi-structured interviews with 10 purposively selected grade heads
serving in formal middle-leadership positions in special schools. Data were analysed
using thematic analysis. To ensure trustworthiness, the study employed credibility,
dependability, confirmability, and transferability strategies, including member checking,
an audit trail, and rich descriptions of the research context. The findings indicate that
grade heads experience interconnected challenges associated with resource shortages,
excessive administrative demands, inadequate leadership and special-needs training,
emotional strain, and weak institutional support, which collectively constrain their ability
to provide effective instructional and emotional support to teachers. The study concludes
that improving teachers' job satisfaction requires coordinated systemic interventions that
strengthen leadership capacity alongside institutional and policy support. Practically, the
findings provide evidence to inform Department of Basic Education policies, leadership
development programmes for grade heads, and school-level support strategies aimed at
improving teacher well-being, leadership effectiveness, and inclusive education in special
schools.
Keywords: educational leadership, grade heads, inclusive education, special schools,
teacher job satisfaction, transformational leadership
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