Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.

The purpose of this study was to empirically assess the role played by school management teams (SMTs) of under-performing secondary schools in the Central Region in their efforts to improve. The evaluation criteria applied were those for effective schools and school leadership derived from the literature study. The survey method was employed to gather the data. A pre-tested 43 item questionnaire was used to evaluate SMTs on 7 effectiveness criteria . The subjects of the study were 80 SMT members and 66 educators from 29 randomly selected trapped schools out of the 45 in the region . The empirical investigation conducted found that SMTs are not effective on most of the crucial effectiveness criteria such as strategic leadership and curriculum leadership. Significantly wide differences of opinion on their effectiveness between the two groups of respondents were observed. SMTs rated themselves as mostly effective, while educators on the other hand rated SMTs as generally ineffective. Lastly, on the question of what can be done to assist underperforming schools become more effective, the investigation makes two main recommendations. First, intensive induction programmes for newly-appointed SMTs as well as on-going capacity- building programmes for experienced ones should be implemented. Second, adequate resources coupled with sustained departmental support should be provided. / (MBA) North-West University, Mafikeng Campus, 2005

This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.

M.Ed. (Educational Management) / This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.

D.Ed. / This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis.

The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.

M.Ed. (Educational Management) / The implementation ofthe South African School Act 84 of 1996 located significant management responsibilities with principals and governing bodies of public schools. The Schools Act is aimed at the creation and management ofa new national school system. This system must, as far as is reasonably possible, give everyone an equal opportunity to develop his or her talents. This research will focus specifically on the roles of the SGB and SMT, and on the developing relationships between them in the management ofschools. As Glatter, (1988:155) maintain that governing bodies experience uncertainty because they. face different expectations and demands and need to create different relationships with the surroundings institutions that are interested in the local education system.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2002. / The research examines the position power of the principals in decision making with a view to establishing how learners and educators respond to the principals' decisions. It also explores the principals' involvement with school management team and school governing body in decision making and how the Department of Education helps or hinders the principals in decision making. Questionnaires were used by the researcher to establish the above scope of the study. The researcher found that the principal's decisions are accepted by school management team, school governing body and learners if these parties were involved in the decision-making process. Educators were found to be sometimes difficult and, instead of contributing positively to decision making, they use the opportunity to criticise the principal and thereby hinder the decision-making process. The study reveals that the respondents feel that the attitude of the principals towards learners, educators and parents contribute to how their decisions are accepted by all these parties. From the study it is established that principals use their skills and knowledge to facilitate the effectiveness of their position power, and thereby influence the decisions positively in order to get work done. The study also reveals that the principals involve the school governing body in decision making. This improves the relationship between principals and school governing bodies and results in commitment to the implementation of decisions, and therefore the success of the school. There is a low involvement of school management team in decision¬making, and this is a problem for the school community as a whole as it will result in poor implementation of decisions. The study further reveals that the interaction between the Department of Education and the principals is inadequate. The principals are not involved in the policy-making decisions that affect their schools and this in turn causes problems for the principals in the implementation of these decisions. This results in principals having to contact the Department of Education requesting direction even on petty issues. Inadequate involvement of principals by the Department is disempowering, and threatens the fulfillment of the Department of Education's intention of empowering schools.

Submitted in fulfilment of the requirements for the Degree MASTER OF EDUCATION in the Department of Educational Planning and Administration of the Faculty of Education at the University of Zululand, 2006. / This study examines the leadership role of School Management Teams (SMTs) in marketing schools in the Lower Tugela Circuit in KwaZulu-Natal. School managers currently face the major challenge of finding innovative ways of attracting learners to their institutions. With at least part of their budget derived from school fees and private donors, they need to ensure solid learner enrolment numbers and good pass rates. To address this issue, SMTs are expected to employ business and marketing principles in their management plans. SMTs are faced with the task of changing educators' mindsets and perceptions with regard to marketing. They are required to inculcate a competitive spirit among educators and create partnerships with industries to attract sponsorships. Furthermore, SMTs need to ensure that the needs of their learners are satisfied. An empirical investigation was undertaken to assess and evaluate the role of SMTs in marketing their schools. Data was solicited from a sample of SMTs by means of questionnaires. Both open and closed-ended questions were used. The following are key findings of the study: • Some schools lack teacher development programmes to capacitate educators to market their schools effectively. • School Governing Bodies (SGBs) are not sufficiently involved in school marketing decisions. • Some schools have not established partnership with business and industry. On the basis of these findings, the following recommendations were made: • SMTs must be tasked with developing programmes to capacitate educators to market their schools effectively. • SGBs should be involved in a greater capacity in school marketing decisions. • SMTs should bridge the gap between schools as education service providers and business/industry as the ultimate consumer of these services, by marrying the business/industry knowledge and skills requirements with relevant school curriculum design.

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / This research examined the role of school management teams (SMTs) in facilitating quality education in schools. The study made use of questionnaires to establish the perceptions of SMTs towards quality education they facilitate in their schools. This study was undertaken to investigate the challenges that are encountered by school management teams in facilitating quality education in schools. With regard to management, the research investigates the roles of school management teams such as building trust to support quality education, developing an enabling school culture and climate, demonstrating appropriate leadership. From the review of literature on the role of school management teams, the study provides a comprehensive exposition of what school management entails, especially as far as curricular management, visioning and strategy formulation, is concerned. Against this background, the study investigates the role of SMTs in secondary schools in the Insuze - Noodsberg Ward in Ndwedwe Circuit. On the basis of empirical work, the study makes recommendations regarding the role of SMTs. The recommendations made are a contribution towards improving SMTs and leading them in a process which can truly enhance them to perform their roles of facilitating quality education in schools.