Secondary Department Chair Roles: Ambiguity and Change in Systemic Reform

Abstract

Systemic reform initiatives, while concerned with school leadership roles, have overlooked the potential role of secondary department chairpersons in the change process. This study examines department chair and teacher perceptions of department chair responsibilities in the context of state-mandated systemic reform. What emerges is a distinct lack of consensus about the appropriate department chair role among the chairs themselves as well as among teachers. Teachers have identified specific types of support they need from chairs which differ from the chairs’ view of their own responsibilities The chronic ambiguity of the department chair role, particularly in the midst of systemic reform, should be addressed to fully realize the potential for meaningful and facilitative leadership.