maarman , yolanda2026-06-182026-06-182025https://hdl.handle.net/10566/24565The South African education system has a history of disproportions due to apartheid that affected the quality of education. The Department of Basic Education (DBE) had the task of unifying the different educational departments; therefore, new educational policies were drafted and implemented to regulate these policies. While many scholars have written extensively on educational policies, a gap appears in the literature regarding the lived experience of Departmental Heads (DHs) within the framework of the Personnel Administrative Measures (PAM) and the South African Council for Educators' Professional Teaching Standards (PTS). Furthermore, it aims to highlight the tensions and contradictions between the two documents and investigate the influence of policy on DHs as they fulfil their roles and responsibilities. This study aimed to explore the lived experiences of primary school DHs in relation to the implementation of PAM and the South African Council for Educators’ PTS. It focused on the lived experiences of DHs in primary schools, investigating how they understood and experienced the tensions and contradictions between the implementation of policy and practice, informing their roles. This study employed a qualitative research approach, informed by an interpretivist paradigm. The research design was based on a qualitative research design, namely phenomenology. A purposive sample of ten DHs in five Western Cape primary schools was used. Data collection methods included semi-structured individual interviews, observational field notes, and documentary evidence. Qualitative data analysis methods were employed based on the descriptive phenomenological analysis approach of Husserl and the interpretive phenomenological approach of Heidegger. The key findings revealed a widening policy-practice gap, influenced by intrinsic and extrinsic factors as well as contextual challenges encountered by DHs in schools. The recommendations of this study emphasise the need for more substantial alignment between current policy directives and the practical realities faced by DHs. Central to this is a call for policy review considerations that address the widening policy–practice gap, ensuring that directives are responsive to the lived challenges of schools. The study further recommends strategies to enhance the connection between theory and practice, including structured induction and mentoring programmes, reducing administrative overload, and creating collaborative platforms that support adaptive rather than compliance-driven approaches. These recommendations aim not only to strengthen practice but also to reposition DHs as effective instructional leaders capable of dwelling authentically in their roles and contributing meaningfully to the educational landscapeenCurriculum leadersDepartmental headsLived experiencePersonnel administrative measuresPhenomenologyThesis