The study focused on the role of the School Governing Body (SGB) in the management of conflict in schools. The investigation was done in one of the secondary schools in Gauteng Province. Causes of conflict and the challenges facing the SGB, teachers, learners and parents have been discussed. Types and nature of conflict have been listed and discussed including the resolutions and management of conflict. A literature review provided a conceptual framework and covered definitions of conflict, conflict management strategies, conflict resolution, governance and qualities required for a successful SGB in governing conflict in a secondary school. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with the SGB. Finally a synopsis of findings and recommendations was made to assist the policy makers, departmental officials, SGBs, principals, teachers and parents in proper management of conflict in secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

The study focused on the role of the School Governing Body (SGB) in the management of conflict in schools. The investigation was done in one of the secondary schools in Gauteng Province. Causes of conflict and the challenges facing the SGB, teachers, learners and parents have been discussed. Types and nature of conflict have been listed and discussed including the resolutions and management of conflict. A literature review provided a conceptual framework and covered definitions of conflict, conflict management strategies, conflict resolution, governance and qualities required for a successful SGB in governing conflict in a secondary school. An empirical investigation using a qualitative approach was conducted and data gathered by means of interviews with the SGB. Finally a synopsis of findings and recommendations was made to assist the policy makers, departmental officials, SGBs, principals, teachers and parents in proper management of conflict in secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)