Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 257 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 203-224).

The existence of a field of tension between the Department of Education and school governing bodies of public schools in South-Africa is of great concern to all partners in the education system, especially taking into consideration that these parents’ bodies were established by the government of the day as equal partners in the management of their children’s schools. Although there will always be differences amongst role-players regarding the running of schools, it can be harmful and to the disadvantage of the learners if these differences are not handled in a professional and transparent way. Against this background, the aim of this research was to investigate the existence of a possible field of tension between the Department of Education and school governing bodies of public schools in the Free State where Afrikaans is being offered as medium of instruction. The purpose of the study was to identify the origin of the field of tension in an effort to describe and analyze different aspects thereof. Special emphasis was also placed on the revised policy on religion in education as an example of possible tension. The introductory chapters explain the background of the empirical investigation. In these chapters attention was given to: • The Department of Education as instrument of the state and its responsibilities towards governing bodies. • The role of the school governing body as partner of the Department of Education in a democratic educational dispensation. Special reference was made to the duties and responsibilities of school governing bodies according to the South-African Schools’ Act. • The manifestation of the field of tension between the Department of Education and school governing bodies in real life situations. A variety of recently documented examples were looked at. • The application of the revised policy regarding religion in education on school level was evaluated. An empirical investigation was undertaken on the basis of the theoretical framework mentioned. The views of respondents from school governing bodies and the Department of Education were tested by making use of a structured empirical-quantitative questionnaire. The aim with the questionnaire was to determine whether there is indeed a field of tension, and if so, what the nature and scope of such a field of tension entails. A further aim with the questionnaire was to identify additional fields of tension which were not necessarily found in the literature previously studied. The respondents eventually confirmed the existence of a field of tension between school governing bodies and the Department of Education in an overwhelming way, which only emphasized to the researcher the necessity to intervene in an effort to defuse this dangerous situation. The validity and reliability of the empirical component of the research was ensured by making use of the Kaiser-Meyer-Olkin Test, the Bartlet Test as well as the Cronbach ∞ - coeffisient. A factor analysis was also done on the data to ensure that the findings were as reliable as possible. An evaluation of the findings, reveals the following core problems between school governing bodies and the Department of Education in the Free Sate that have to be dealt with before a sound mutual relationship between these two partners can again be developed: • Mutual mistrust in one another’s motives, • A lack of knowledge regarding the content and regulations of SASA, • A lack of communication and misinterpretation of education policy, • A lack of transparency and irresponsible action taken by the Department of Education, • A lack of support to school governing bodies, • Applications of educational policy in practice that do not comply with the regulations of SASA, • School governing bodies fearing the department’s infringement in their powers; • Refusal by school governing bodies to adapt to changes in the educational system. Recommendations for defusing the unhealthy field of tension between two of the most important partners in the education system includes the organizing of a provincial indaba on the initiative of the education department as soon as possible. It was found that the single most important factor that leads to a field of tension between school governing bodies and the Department of Education is a mutual feeling of mistrust between the two partners. On such an indaba the partners will have to assure one another of their support, good faith and willingness to work together towards a common goal. It will also be necessary to agree on the application of the regulations of SASA in practice. It is important that the Free State Department of Education would consider the establishment of a functional Directorate: School governance and –management or a PCF (Provincial Consultative Forum) on provincial level to ensure a body that is visible on school level and which can communicate with school governing bodies to advise them on matters of mutual interest. It is of the utmost importance that all members of school governing bodies as well as School Management Developers should undergo compulsory training by professional facilitators about the content and regulations of SASA and the application thereof in practice. Such training should be of a very high standard and should allow for the differentiation between groups of parents on the grounds of differences in language, skills, knowledge, experience, etc. It is also advised that departmental officials should be trained together with the school governing bodies under their control. It is also of critical importance to emphasize to school governing bodies the necessity to review the different ways of communication between themselves and the parent communities they represent. They owe it to them as their representatives and it will assist them in defusing potential fields of tension that might occur. If both partners are willing to take ownership of these recommendations in good faith and put in an honest effort to make them work, it will lead to the defusion of potential unhealthy problem areas. Only in this way will these role-players be able to create a mutual understanding and respect for one another’s point of view in the interest of the most important partner in the education process - the learner. / Prof. J.C. Kok

M.Ed. / The design and implementation of a financial school policy is an important function of the School Governing Body. Although every public school designs a financial school policy, the success of managing the school’s finances effectively and efficiently is dependent on how the policy is implemented. The aim of this research was to investigate the role played by the School Governing Body (SGB) and the School Management Team (SMT) in the design and effective implementation of the financial school policy. The impact of the South African Schools Act together with the Norms and Standards for Funding on state funding, school fees and school fees exemptions were also explored. The functions of the SGB in respect of financial matters and the role played by the finance committee emphasizes the devolution of financial matters from the state to communities. By virtue of the Schools Act the principal is responsible for the professional management of the school and together with the SGB is directly responsible for the effective use of all funds belonging to the school. It is incumbent upon the SGB and the SMT to take accountability for all their financial activities by being transparent and responsible in the management of school funds. The design of a financial school policy and the effective implementation thereof will ensure school funds being managed effectively and efficiently. The quantitative research method was used to elicit the perceptions of SGBs, SMTs and educators with regards to the designing and implementing of the financial school policy. This research study was confined to primary and secondary schools in the district D9, D10, D11 and D12 areas of the Gauteng Province. A structured questionnaire was distributed to members of the SGB, SMT and educators in the above-mentioned districts. The empirical study resulted in mean scores of the thirty-two items ranging between 2,63 and 5,34. An analysis of the data revealed that the financial school policy is central to all financial activities in schools and it must be designed and implemented by all stakeholders. / Prof. R. Mestry

Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.

Poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. The educators in schools were left with no constructive alternatives to maintain discipline by the educational authorities and had to find and implement alternative disciplinary measures. Ill-disciplined learners capitalised on the situation, resulting in the deterioration of discipline in public schools. The aim of this research is to identify how effective SGBs are regarding the maintenance of discipline in schools situated in poor socio-economic areas. For this purpose, a qualitative study was conducted in four secondary schools in the Northern Areas of Port Elizabeth in the Eastern Cape. Different data-collection techniques, in the form of questionnaires, focus group interviews, observations and documentary analysis, were used to obtain the necessary data. Learners, educators and parent members of School Governing Bodies (SGBs) were used as participants for the study. The findings of the study indicated that parent SGB members lacks relevant and ongoing training and development for the task of executing their roles as disciplinarian bodies at their respective schools. The fact that these are lacking have contributed to the general deterioration of school discipline in the selected schools. The study concludes with suggestions on strategies that SGBs can implement to improve their capacity in improving and maintaining discipline. Such improved capacity will create an environment that is conducive for teaching and learning, especially in schools situated in impoverished areas.

The purpose of this study was to identify and investigate the specific superintendent leadership type and underlying factors that support significant student achievement gains in communities where misalignment with the McCarty-Ramsey model exists. Utilizing a mixedmethod research strategy, contributing school districts were identified through a survey developed by McCarty and Ramsey. This survey indicated that districts could show positive student achievement gains while exhibiting misalignment among these factors. While all four types of superintendent leadership style were revealed in the survey, a prevalent superintendent leadership types was associated with the misaligned districts showing significant academic growth. This study indicated the professional advisor or the professional advisor/decision maker superintendent had the greatest achievement results in misaligned districts. The second investigation phase involved school districts that met two criteria: misalignment with the McCarty-Ramsey model, and three years of significant student achievement gains, as measured by the California Academic Performance Indicator. Interviews were conducted with identified school board presidents and superintendents to reveal practices or initiatives promoting these results. The interview protocol consisted of a series of open-ended questions regarding effective leadership and programs. The second finding revealed the effective superintendent focuses efforts on five specific district leadership actions identified by researchers such as Waters and Marzano. More specifically, this study revealed two practices were present in top performing school districts. First, a narrow focus on non-negotiable instructional practices across the district, and frequent monitoring by the superintendent, site and district leadership teams including follow - up debriefings regarding implementation of district expectations. These findings have significance in districts dealing with challenges among the community power structures, board types or superintendent leadership. This research shows that regardless of the political challenges, budgetary issues, or relationship chaos that might exist in the district and community, the professional advisor superintendent who has established clear district wide instructional expectations and, who consistently ―inspects the instructional program has a significant, positive impact on student achievement.

The presence and prevalence of educational inequities within public education continue to foster structures that limit student opportunities for specific student subgroups. Such limitations negate the tenets of public education and conflict with a system that should embrace success for all. This study explored district leadership, in the form of school boards and governance teams within the frameworks of Change Theory and Social Justice Advocacy, to identify patterns in approaches that could initiate and sustain systemic reform toward greater educational equity.

Who are the people that are responsible for the public school education of our children in the state of Florida? Who are these people that control the purse strings of one of the largest businesses in the state? What do we know about the men who hire more employees than any other business in the state? What are the educational accomplishments of these people that seem to fit them for the task of determining the educational training of the youth of our state? Are these people parents having a direct personal interest in the schools? Another reason of great importance for knowing more about our local board members is the fact that Florida is one of two states allowing the payment of large salaries for board members. How much time do they devote to the duties that fall upon their shoulders from the management of this business? What compensation do they receive for the performances of these duties? These and other related questions prompted this paper, and it is hoped that the answers will evolve from this study. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 67-69).

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