Mathematics departmental heads’ pedagogical competencies in managing the quality of continuous assessment activities

Résumé

This study investigated the pedagogical management challenges influencing the implementation of quality mathematics continuous assessment (CASS) tasks in the General Education and Training (GET) band in Tshwane North District. The purpose was to explore mathematics teachers’ perceptions of the difficulties departmental heads (DHs) face in managing CASS effectively. A quantitative approach with a descriptive design was used, and data were collected from 24 mathematics teachers across five secondary schools in the district. The data were analysed descriptively and presented in tables. Findings indicate that the quality of mathematics CASS tasks is strongly linked to the skills, competencies, and managerial capacity of mathematics DHs. Their ability to identify, prevent, and address pedagogical challenges plays a decisive role in ensuring that assessment tasks are valid, reliable, and credible. Effective management requires DHs not only to respond to emerging issues but also to proactively anticipate potential challenges and leverage opportunities to strengthen assessment practices. The study also revealed that reflective practice is critical. DHs must learn from mistakes and previous experiences to avoid repeating errors that could undermine the integrity of CASS tasks. Building this capacity will help sustain assessment quality and align implementation with the goals and objectives of the GET band. Overall, the study highlights the importance of strengthening DHs’ managerial competencies to improve CASS practices. The findings provide insights that can inform strategies to enhance pedagogical management, thereby promoting consistency, fairness, and quality in mathematics assessment across secondary schools in Tshwane North District.

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