Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2009. / School governing bodies were established in almost every school in the Limpopo Province. The establishment of school governing bodies brings democracy closer to the people. This study confines itself to the effectiveness of school governing bodies in secondary schools in the Mudaswali Circuit, Vhembe District.

The purpose of this study is to determine the possible training needs of the school governing bodies so that they can play their roles efficiently. Education can no longer be led by the producers, namely the academic theorists, the administrators and the educators' unions. Education must be shaped by the users, by what is good for the individual child and what hopes are held by parents. If power is to be moved, then it has to be managed, by implication, this management is to be by the users represented by the governors. Governing bodies have to take ownership of their schools to make sure that quality education is provided. In order to be effective democratically and managerially, the need for training should be recognized. The responsibilities for governing bodies are so important and complex that a governor cannot be expected to discharge them effectively without some training going beyond the normal process of picking up the job by doing it. The empirical investigation was employed to determine the training needs and strategies of the school governing bodies. Literature survey was also employed to determine the possible problems preventing the governing bodies to manage effectively. The population involved in this study was confined to principals, educator governors, parents, learners and co-opted members. The results of 210 respondents were analyzed. The findings revealed that the governing bodies did not know what to do and what not to do (i.e. they do not know their job description). Findings more over revealed that the governing bodies need to be empowered through extensive training. Recommendations made by the respondents on how training of school governing bodies should be done are also expounded. The respondents put more effort on organisation of workshops, mentoring, in-service training, clinical supervision and induction as relevant strategies that can enhance efficient school governance. / (M.Ed.) North-West University, Mafikeng Campus, 2003

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.

This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department. The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate. They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence. In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)

Thesis (MEd)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The South African education system, like any other organisation is constantly in the process of change. Critical issues that gave rise to the transformation of the education system in South Africa will be identified in this study. The education crisis is briefly discussed with reference to the educational, social and political demands. A synopsis of the reports, recommendations and outcomes is given. The conclusion drawn from all these reports was that there was a need for a new democratic education system. The establishment of a single, unified democratic education system was therefore the ideal that was striven for. A framework of the new democratic system with special reference to the historical developments prior to 1994 until the integrated system that officially came into power with the 1996 Schools Act is broadly discussed. Matters referred to include, the political struggle and the education crises that gave rise to restructuring, the establishment of a new system as well as the problems surrounding governance and management in the new system. Various governance and management models relevant to transformation and democracy are examined. The conclusion reached is that a real partnership that builds on mutual trust and respect is the desired relationship to promote democracy. Consequently a variety of governing and management partnerships are described and their implications for education identified. Educational governance and management are complex issues and the decentralisation of political balance at national and local level is placed under a magnifying glass. The steps taken to reinforce and re-establish this educational partnership are also evaluated. Focus is placed on the activities especially of the governing bodies of individual schools and how the democratic process is interpreted and the principles applied by the role players. The impact of a governing body as a "juristic person" on the existence of their individual schools is assessed. The different standards, values and attitudes reflected through governance in the education process are indicated. In the light of the problems with integration in the educational process and interpretation of certain laws a concept analysis has been done and various shortcomings, successes, and future trends pinpointed. In conclusion, certain recommendations are made for successful governance and management during the restructuring process. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwysstelsel, soos enige ander organisasie, is gedurig in 'n proses van verandering. In hierdie studie word die kritiese kwessies wat aanleiding gegee het tot die transformasie van die onderwysstelsel in Suid- Afrika geïdentifiseer. Die krisisse wat in die onderwys ontstaan is kortliks beskryf na aanleiding van onderwyskundige, sosiale en politieke eise. 'n Oorsig is oor verslae, aanbevelings en uitkomste gegee. Uit die gevolgtrekking gemaak uit alle verslae was dat daar 'n behoefte aan 'n nuwe demokratiese onderwysstelsel bestaan het. Die stigting van 'n enkele, verenigde demokratiese onderwysstelsel is dus die ideaal wat nagestreef word. 'n Raamwerk van die nuwe demokratiese stelsel word breedvoerig bespreek met spesiale verwysing na die historiese aanloop voor 1994 tot die geïntegreerde stelsel wat amptelik in werking getree het met die 1996 Skolewet. Daar is onder andere verwys na die politieke stryd en die onderwyskrisisse wat aanleiding gegee het tot die herstrukturering, die stigting van die nuwe stelsel asook die problematiek rondom beheer en bestuur in hierdie nuwe stelsel. Enkele bestuurs- en beheermodelle wat relevant is vir transformasie en demokrasie is ondersoek. Daar is tot die gevolgtrekking gekom dat 'n werklike vennootskap gebou op wedersydse vertroue en respek die gewenste verhouding is om demokrasie te bevorder. Gevolglik is etlike bestuurs- en beheervennootskappe beskryf en enkele implikasies daarvan vir onderwys uitgespel. Onderwysbeheer en bestuur is komplekse aangeleenthede en die desentralisasie van politieke balans op nasionale en plaaslike vlak word ook onder 'n vergrootglas geplaas. Watter stappe gedoen word om hierdie balans te verstewig en te herbevestig in die onderwysvennootskap is ook gëevalueer. Fokus is geplaas op die werksaamhede van veral die beheerliggaam van individuele skole en hoe die demokratiese proses geïnterpreteer en die beginsels toegepas word deur die betrokke partye. Die impak wat beheerliggame as "regspersoon" op die voortbestaan van die individuele skole het, word geassesseer. Daar word op verskillende waardes, standaarde en houdings soos gereflekteer deur beheerstrukture in die onderwysstelsel, gewys. 'n Konsep-analise is gedoen in die lig van die problematiek met integrerasie in die onderwysstelsel en interpretasie van wette en enkele tekortkominge, suksesse en toekomstige ontwikkelings uitgelig. Ten slotte is aanbevelings gemaak vir die suksesvolle beheer en bestuur van die onderwys tydens die herstruktureringsproses.

Fundamentally, the new school governance policy brought to life by the South African Schools Act of 19iv, intended to transform and restructure education governance in public schools, so that through full representation and participation of all role players/stake-holders in school governance through their School Governing Bodies (SGB), effective governance of schools could be attained and enhanced. What emerges from the practice is that in exception of intended effects, this policy also yields unintended effects. These unintended effects then, tend to counteract the basic objective of the new school governance policy. Hence the aims of this study are two-fold: (a) to explore critically the impact of SGB on school principals in the Klerksdorp/Potchefstroom region, and to highlight the dynamics of relationships, and modus operand! of both SGB and school principals, and what it takes to promote partnerships that will alternatively result in effective school governance. The critical exploration of the impact of SGB on school principals in the Klerksdorp/Potchefstroom region was conducted through a survey method. Randomly fifteen public secondary schools were selected from former education departments. Data gathering techniques comprised of structured questionaires, unstructured, open-ended interviews, observation of formal meetings and the study and analysis of relevant documents. Analysis of data was carried out in terms of Bell's, (1993, p. 127) criterion: What emerged out of this study was that the new policy yielded significant changes in terms of:- (i) power relations, (ii) decision-making processes, (iii) levels of accountability and (iv) responsibility, (v) general compliance with legal and constitutional requirements but with little or no shift in mindset (paradigm), (vi) an increase in workload of principals (especially in African schools) due to lack of capacity and finally (vii) intentional or unintentional failure to embrace certain reforms. These outcomes constitute intended and unintended effects. On the basis of the above-mentioned outcomes one may conclude by agreeing with 'Thomas (1992, p. 127) assertion that: “The dilemma of school reform arises from the relationship between school governors and professionals within schools”. Certainly transformation of school governance in Souih Africa is likely to experience this same dilemma. Secondly Mortimore and Mortimore (1991, p. 128) in turn alleged that: - “Under both the 1986 Act and the Education Reform Act of 1988, School Governing Bodies have increased powers and responsibilities, the exercise of which called, for a rethinking of relationships between a head teacher and his/her S..G.B.” Like-wise the S.A.S.A of 1996, empower SGBs through the transference of certain roles and responsibilities to them. A review of relationships between school principals and S.G.B within every public school in South Africa is a "must", if school principals and F G.B, aim at attaining effective governance in their schools in line with the S.AS.A of 1996 and the Constitution of the R. S. A 1996. Key words1- school governing bodies; school principals; roles and responsibilities; effective partnerships; governance policy; levels of accountability and responsibility; relationships; review and reconceptualisation; power relations; stakeholders.

Thesis (M.Dev.) --University of Limpopo, 2008 / The focus of the research was mainly on leadership problems, with special reference to the rural primary schools of Ximhungwe Circuit in the Bushbuckridge area. Special attention has been given to the leadership background of SGB members and their involvement on governance matters. This is a qualitative research study that involved seventeen rural primary schools of the Ximhungwe Circuit, where the SGB’s of these schools were interviewed to elicit information and to get their view points. The respondents interviewed from each school included the principal, chairperson of the SGB, educator component and parent component. The research findings revealed that the majority of SGB members are not coping with their roles and responsibilities as enshrined in the South African Schools Act, Act 84 of 1996. The results also indicated that there is a general lack of understanding in relation to governance matters, hence the elite principals and educators are seen to be taking a lead in that regard.

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2011. / Examines the perceptions and experiences of different school governing body members and principals in managing schools in the Chartsworth district. It also looks at the role the school governing body plays in the hiring of teachers.

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management) at the Durban Institute of Technology, 2003. / The provincial education departments in South Africa pay the salaries of educators who are appointed by them. A school governing body pays for all other routine expenses incurred in the operation of a school and the employment of staff. Staff not employed by the provincial education department are paid from its school fund, which is subsidised by the state. This subsidy is based on the Norms and Standards for School Funding (South African Schools' Act No. 84 of 1996), which was implemented in January 2000. It provides for the poorest of schools (numbering approximately 40 % of all public school in Kwazulu-Natal) to receive 60 % of the funds allocated for the operational needs of the schools in Kwazulu-Natal. / M