Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, PIetermaritzburg, 2004.

This study sought to investigate how good school governance practice in South Africa can be created and sustained. The government introduced the South African Schools Act 84 of 1996 (SASA) which gives School Governing Bodies (SGBs) considerable responsibilities with regard to school governance. Among those duties there are four mandated areas of school governance namely; School Policy, School Development, School Administration and School Finance. However, a number of examples can be cited from literature that support the view that many SGBs are not achieving the intended goals and that there have been challenges and questions about their efficacy. There appears to be a dearth of studies revealing good school governance practice despite that it seems that such practices do exist. Despite the abovementioned challenges that highlight the ineffectiveness of many SGBs, from my personal experience and from my informal observations of some schools in the Pinetown District I have ascertained that there are schools that are effectively governed. In those schools the SGBs work as partners with other role players and govern school collaboratively with continuous ongoing communication. It was such good practice that triggered my interest in investigating this topic further. It would appear that there is inadequate knowledge regarding how such good governance comes about, and how it is sustained. Therefore, this study sought to contribute to filling this void. This study adopted a qualitative approach, and is located within the interpretivist paradigm. I adopted a multi-site case study research design. The study was conducted using individual interviews, focus group interviews and observations. The findings suggest that all school stakeholders play a significant role in all areas of school governance as they are required to provide mutual support, share power and work jointly for good school governance practice, because in this democratic era it is important that all school stakeholders work as partners. The study recommends that the SGBs should encourage and empower all school stakeholders to actively participate in school matters in order to develop, monitor and adjust to long term school effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The purpose of this study is to determine the roles and skills needed by rural schools governors of the Mafikeng area project office of North West Province. Lack of uniformity, competency, skills and commitment are still encountered in the SGB structures. Little has been done to empower the rural school governors with relevant skills for effective job performance. An empirical investigation was employed to find ways of empowering the encountered incompetency of rural governors. Literature survey was employed to determine the nature and scope of roles and skills needed by rural schools governors. The subjects of the study were adults (teachers, parents, principals) and students. The responses of 220 respondents were analysed. The findings revealed that school governors in rural areas experience problems in areas like addressing parent's annual meetings, financial management, control and feedback in their job. Recommendations were made by respondents on how to empower rural school governors with the necessary skills. On the basis of the problems and skills identified, more emphasis was put on commitment of all stakeholders, training of governors to develop their management skills, financial skills, regular workshops by the Department of Education, and the old SGB members to train the new ones. The new SGBs should ask questions when they are not clear and translation of back-up materials into the SGB's home language and a certificate for course completion to be granted to the members who completed their office term. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005

Thesis (Ed. D.)--Illinois State University, 1980. / Title from title page screen, viewed Mar. 1, 2005. Dissertation Committee: Ned Lovell (chair), John McCarthy, Charles Sherman, David Eaton, Ben Hubbard. Includes bibliographical references (leaves 90-92) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 96-101). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 96-101). Also available on the Internet.

Thesis (M.Ed.Leadership)--University of Waikato, 2006. / Includes bibliographical references (leaves 114-139) Also available via the World Wide Web.

The problem of this study is that of discerning the board positions, the roles, and the perceptions of Black elected public school board members in Mississippi as perceptions relate to racial discrimination, interpersonal relationships, and primary education interests. Major problems in education as perceived ranged from "racism" to "finances." Major contributions to education in Mississippi in the last five years as perceived ranged from "court decisions" to "election of Blacks to education positions." General conclusions are that less racial discrimination exists in school systems with Blacks represented on school boards; however, some racism is still perceived by Black board members.

The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.

Made available in DSpace on 2016-06-02T19:39:43Z (GMT). No. of bitstreams: 1 5902.pdf: 1860672 bytes, checksum: 1860497f516f8e08059b5ebb83866b7f (MD5) Previous issue date: 2014-02-21 / Financiadora de Estudos e Projetos / The School Councils (SC) can strengthen democratic management of schools to improve the quality of education. Therefore, it is important that studies be conducted to identify the function, composition and functioning of the SC in order to understand the difficulties and achievements in this collegiate strengthening of democratic principles process. Thus, through a semi-structured and invested in online extension course offered by DED/UFSCAR in partnership with SEB/MEC in 2011 activities questionnaire examined whether the configuration of the EC in the view of teacher students who were also technicians Municipal and State Education. After analyzing the data, we found ways to strengthen the SC and obstacles in this process. It was found that there is, according to the course participants, the strengthening of the principle of democratic management in schools because the Education Departments were taking actions, such as training courses, meetings and creation of working groups. Also had to create complementary to LGB 1996 that dealt with the specificities of action of EC regulations in the different municipalities. According to the course participants, through these actions occurred rapprochement between the state and civil society. We found that there were difficulties in strengthening the SC because there was lack of its function; prevailing authority director in school management and representativeness was not expressing the wishes of his peers. Given these problems and democratic advances, there remains the challenge for those involved with the school to build a participatory ethos that aims to improve the quality of teaching and learning, and the SC of the ways to act collectively. / Os Conselhos Escolares (CE) podem fortalecer a gestão democrática nas escolas para melhorar a qualidade da educação. Por isso, torna-se importante que estudos sejam realizados para identificar a função, a composição e o funcionamento do CE a fim de compreender as dificuldades e as conquistas deste colegiado no processo de fortalecimento de princípios democráticos. Assim, mediante um questionário semiestruturado e atividades on-line aplicados no curso de extensão oferecido pelo DEd/UFSCar, em parceria com a SEB/MEC, em 2011, averiguou-se a configuração do CE segundo a visão dos cursistas que também eram técnicos de Secretarias Municipais e Estaduais de Educação. Após a análise dos dados, encontrou-se caminhos para o fortalecimento do CE e entraves neste processo. Constatou-se que há, segundo os cursistas, o fortalecimento do princípio de gestão democrática nas escolas porque as Secretarias de Educação estavam desenvolvendo ações, como: cursos de formação, reuniões e criação de grupos de trabalho. Havia, também, a criação de regulamentações complementares à LDB de 1996 que tratavam das especificidades de atuação dos CE nos diferentes municípios. Segundo os cursistas, por meio dessas ações ocorria a aproximação entre Estado e sociedade civil. Detectou-se que haviam dificuldades em fortalecer os CE, pois existia desconhecimento de sua função; prevalecia a autoridade do diretor na gestão da escola e a representatividade não estava expressando os desejos de seus pares. Diante desses problemas e avanços democráticos, fica o desafio aos envolvidos com a escola de construir um ethos participativo que vise melhorar a qualidade do ensino e da aprendizagem, sendo os CE uma das formas de deliberar coletivamente.