published_or_final_version / abstract / toc / Education / Master / Master of Education

The aim of the study was to investigate the experiences and challenges of the SGBs in secondary schools in KwaZulu-Natal. The research study focused mainly on the following key areas: the handling of learner discipline, the management of school finances, the formulation of the admissions policy and finally, the appointment of staff. The South African Schools Act promulgated in 1994 was committed to ensuring democracy in education through the active involvement of all stakeholders such as parents, learners (in secondary schools), educators and principal in the decision-making processes in schools. However, the evolution of school governance within the South African context during the past sixteen years has gone through many challenges in its determination to create an equitable society. Many School Governing Boards (SGBs), especially those in rural and previously disadvantaged schools do not adhere to the practices stipulated within the South African School Act of 1996 and as a result fail in their mandate. The empirical approach, namely qualitative research was successful in obtaining information from participants about the challenges they faced in school governance. The study revealed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges. Findings on learner discipline included cases such as stabbings, bullying, theft, alcohol and substance abuse, gang fights, school violence and learner fights. Findings on the handling school finances included cases such as the misappropriation of funds and the lack of proper financial planning. The adoption of discriminatory admissions practices by schools was also evident. In particular, cases of discrimination against age, religion and the use of admission tests were reported. A high level of corruption, nepotism, personal preferences and the abuse of power was common in the staff appointments vii made by the SGBs were also reported. Finally, the study made a number of recommendations with regard to the research findings for all stakeholders in South African education to consider. / Educational Leadership and Management / D. Ed. (Education Management)

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

The involvement of teachers, parents, and administrators in shared decision making is a critical component in recent attempts to implement site-based decision making in Texas schools. This involvement is usually maintained through the school council, which is the sanctioned forum for discourse as defined by Texas laws. The purpose of this qualitative study was to describe and analyze the content and patterns of decision making discourse in three Texas elementary school councils. The research questions focused on (a) council member role descriptions, (b) training, (c) patterns of deliberation, and (d) varieties of issues discussed. A total of 44 council members participated in the research. Observation, interviews, structured group interviews, decision-making inventories, and documents were used to collect data from December 1992 until January 1994.

Thesis (M.Dev. (Planning and Management)) -- University of Limpopo, 2022 / The purpose of this study was to explore the role of SMTs in providing and sustaining schools’ sanitation infrastructure. Qualitative research approach was conducted to determine if the SMT members fully understand the role that they can play in sustaining sanitation facilities in their schools. Primary data was collected using semi structured questionnaires using qualitative research method. Twenty SMT members from five sampled schools from Man’ombe Circuit in Mopani East Education District were used as respondents. The study highlighted that provision of sanitation infrastructure which is not accompanied by effective management of those infrastructure cannot be sustained. Management was selected as a theoretical framework to clearly state the duties of SMT members as managers in the school community they are based in. Areas of potential effective role performance and areas of potential role conflict in school sanitation infrastructure were highlighted. The findings revealed that SMTs do not fully understand their role when it comes to school sanitation.

Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation. The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place. / Educational Studies / M.Ed (Education Management)

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation. The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place. / Educational Studies / M.Ed (Education Management)

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

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)