Submitted in partial fulfilment of a Master's Degree in the Department of Educational Planning and Administration at the University of Zululand, 1998. / This study was influenced by the post-democratic ideals for a radical transformation of education systems in South Africa. The various policy documents such as the South African Schools Act (1996), the Labour Relations Act (1995) and the Bill of Rights (1996) that mandate transformation in education systems, aroused interest in the workability and success of implementing these policies in schools. The empirical study, conducted in the Scottburgh District of KwaZulu Natal, attempts to identify gaps between transformatory policy directives that call for stakeholder participation, and management and governance practices within schoois. Data was solicited from a sample population of teachers by means of questionnaires. Both open and close-ended questions were used. The open-ended questions were aimed at verifying the findings that emanated from the quantitative data The observations made by teachers of school management practices, are reported. An analysis is also made of the relationship between the principal and the pupils, the teachers and the governing body. The following are reflected as key findings which emanated from the empirical study * There is a general lack of knowledge by educators and parents about both neu education policy documents that are emerging such as the South African Schools Act (1996). and local school policies that are to be implemented within specific schoois. * While the South African Schools' Act of 1996 calls participation of parents in policy decisions, more than 20% of the educators indicated that parents do not participate in decisions about, among others, the school's constitution, the learners' code of conduct, the admission policy and the school's budget. * Findings from responses to various questions indicate that there is no adequate information-flow between school governing bodies and the staff members. From the findings, it can be concluded that although it cannot be categorically stated that schools are implementing policies participatively by involving parents, learners and educators in the decision-making processes, a significant percentage of schools are incorporating relevant stakeholders in the management and governance of schools. The study concludes with a consideration recommendations which could lead to an improvement of stakeholder participation in the management and governance of schools