Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2003. / The aim of this study was to pursue an investigation into educators' perceptions of the role of learner representatives on school governing bodies. From the literature study it became clear that educators perceive the effectiveness of [earner representation on school governing bodies in various ways. Some educators regard it as a mechanism that forms a link between learners and the governance of the school. Others perceive learner governors as playing the role of an "ambassador" by making the reporting of learners' problems and suggestions to the governing body possible. The literature review revealed that the successes of school governing bodies depend on the willingness, the sense of responsibility and full commitment of all the members. Where there is co-operation among all the members of the school governing body, educators perceive the school governing body as an creative organization. Lack of knowledge in meeting procedures and governing responsibilities, together with their minor status, can be seen as the main obstacles in the effective participation of learner governors in school governance. The effectiveness of learner representatives on the governing body is influenced largely by the latitude that adult governors allow learner governors in meaningful discussion and decision-making. Forthe purpose of the empirical investigation a self-structured questionnaire, to be completed by secondary school educators, was utilised. The completed questionnaires were analysed by means of descriptive statistical methods. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • . Workshops must be organised for the training of governing body members in the necessary governance skills. Support personnel must be made available to governing body members to assist them in acquiring relevant governing skills- • Further research should be conducted concerning the role of learner representatives in school governing bodies.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCA TIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1995. / The aims of this study were to: • research the relationship between the school principal and the governing body by means of a literature study; • establish how the relationship between the principal and the governing body influences the child's education; • determine, in the light of the findings obtained, certain guidelines according to which a harmonious relationship between the principal and the governing body can be established. The school as an educational institution was established by society when parents experienced feelings of inadequacy in the performance of their educative task. They no longer had the ability to guide and accompany the child with respect to the specialised subject matter and the requirements of modern society- Consequently parents nowadays send their children to school to receive formal education. However, parents cannot and may not delegate the privilege and responsibility of their children's education to the school, and must retain the primary responsibility of their children's education. They should therefore be involved in the formal education of their children at school. The primary and functional task of the school is the formal education and training of its pupils. For the school to perform this task efficiently, effective management is necessary, and it is this management that lies in the hands of the principal. The management activities of the principal includes planning, organisation, guidance and control. As the educational leader. there is no one other person with a greater influence on every facet of school life than the principal, and it is his perception of education and teaching that is reflected in all the facets of the life of his school. His personality as a leader not only influences the job satisfaction of his staff members, but with the passage of time becomes a cardinal factor that guides the morale and quality of the school as an educational institution. The principal is also the pivot upon which all the school activities hinge, and the quality of his performance as the leader of a team of trained and selected professionals is a determining factor in the success or failure to achieve the primary objective of the school. Organised parent involvement in the formal education of children is embodied in statutory parent bodies, such as governing bodies, and in non-statutory parent bodies such as parent-teacher associations (PTA's). Parent bodies offer the parents who elected them a high level of representation in matters concerning the formal education of their children. The governing body is the mouthpiece of the parents in the community, with statutory powers to implement decisions which have been made. Therefore, forma! education does not function in a vacuum. The family as a primary, and the school as a secondary community should work together and a spirit of partnership should exist between the family and the school for the benefit of the child's education. Furthermore, parental involvement in school matters should take place in an organised and orderly fashion. Parents and principal become partners In the learning and becoming of non-adult members of the community. Neither the parents nor the principal alone can fulfil the education task completely. They require each other's cooperation in this regard. It has become evident that the family and the school as partners have mutual expectations of each other. Only if a relationship of mutual trust, respect and understanding between the principal and the governing body exists, and if concordant objectives relating to educational matters are pursued, can these expectations be realised. It is generally acknowledged that this relationship is indispensable for the harmonious, functional and effective accomplishment, not only of educative teaching in the school, but also of education in the primary education situation in the family. The parents and the principal should function as equal partners in an educational partnership. In the light of the findings of this research, recommendations concerning the following were formulated: • Principles governing parent involvement. • Effective parental involvement. • Management of parental involvement by the principal. • Communication between school and home. • Parent orientation and training. Functions of the governing body.

A mini-dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / This study offers a critical appraisal of the role that the parent component of the School Governing Body (SGB) plays in governing primary schools. A literature review established the functions and significance of parent contributions to school governance. The study investigated strategies that can enhance parent participation. An empirical study then set out to test the extent and success of parent involvement in school governance. The study revealed that parent involvement in schools is limited and superficial. The empirical data suggested that: • Some principals are reluctant to allow parents their legitimate right to participate actively in the governance of schools, governors in some schools merely exist to 'rubber-stamp' decisions already made by principals. • Many parents do not have the necessary knowledge about school governance in general, and lack the necessary expertise required to enable them to participate effectively in decision¬making on school issues. The study was concluded by way of recommendations which point to the means to improve efficiency in governance and to promote significant parent participation in school governance.

Thesis (MEd.) -- University of Limpopo, 2005 / This study is based on the research conducted in the Bakenberg District on the strategies and policies that the secondary schools employ to protect educators and learners from being harmed and attacked in school premises by thugs, dropouts or even learners present in school. The educators, learners and School Governing Bodies (SGB) were interviewed to capture the methods they applied in order to maintain safety in schools. The research also tried to capture the understanding of the stakeholders of the existing legislation about their safety in schools and the implementation thereof. It is imperative that the stakeholders should have the knowledge and the understanding of the relevant legislation and also acquire the skills to implement the legislations and policies. There is also a need for the School Governing Bodies to be trained on the legislation on conflict and resolution management. / University of Limpopo

Decentralization of governance is one of the many reforms that has been undertaken by the Department of Education in the Republic of South Africa since the attainment of democracy in 1994. The concept of decentralisation originates from the belief that the state alone cannot control schools, but should share its power with other stakeholders, particularly those closer to the school, on a partnership basis (Marishane, 1999:78). The South African Schools Act (SASA) No 84 of 1996 mandates the establishment of democratic structures of school governance in all schools (RSA, 1996a, section 16). According to the South African Schools Act No 84 of 1996, School Governing Bodies have been mandated to be responsible for the recommendation of teachers for appointment through interviews. This study was conducted in the Libode District in the Eastern Cape. Libode is composed of rural villages which are characterised by poverty, a high rate of unemployment and illiteracy. Many schools in the Libode district of education are experiencing problems emanating from the recruitment of teachers carried out by the SGBs. Interviews conducted by the SGBs are more often than not nullified and the selection and interview processes have to be repeated. They (SGBs) fail to defend their recommendations with valid facts when challenged by union representatives or by candidates themselves. The major concern of this study is to investigate the stakeholders' perceptions of the involvement of school governing bodies in the appointment of teachers in Libode district. A qualitative approach was employed for this research study. Purposive sampling was used for sampling the schools from which interviewees were selected. There were 14 respondents in the sample. Three (3) school principals , three teachers, three (3) teacher candidates, one SADTU teacher, one NAPTOSA teacher, two (2) SGB parents from the parent component and two (2) circuit managers were interviewed. The case study research design was employed to explore the perceptions of the stakeholders regarding teacher appointments. This research employed three data collection techniques, namely semi-structured interviews, documents analysis and observations. The main findings of this study reveal that the involvement, or participation, of the SGBs (parent components) in the recruitment of teachers is the source of conflict and disputes. The SGBs lack capacity, capacity to draft criteria for shortlisting qualified teachers, and capacity to conduct interviews properly and fairly. Findings suggest that problems still exist around SGBs' knowledge of Policies and Acts that enshrine procedures pertaining to teacher recruitment. In conclusion, from the findings, it appears premature for the system to mandate this professional function of teacher recruitment to the office of the SGBs.

Proper control and management of a school is the difference between a functional and a dis-functional school. The importance of a good relationship between a principal and the governing body, for the proper functioning of a school, cannot be emphasized enough. This relationship can often be impaired by interference from the department of education acting as the principal’s employer. The principal will receive one assignment from the department and another assignment from the governing body, contrary to the assignment of the department. Section 16(2) of the Schools Act stipulates that a governing body stands in a position of trust towards the school. This provision also applies to the principal, as a member of the governing body. The principal can thus receive conflicting assignments from the department and the governing body because their interests differ. Section 23(1) of the Constitution states that “Everyone has the right to fair labour practice”. The Constitution does not define “fair labour practice”. The definition that applied when the Constitution was written, was the definition contained in the Labour Relations Act 1991. It can be argued that the legislature had this definition in mind when section 23(1) was drafted. Should the definition be accepted one can argue that the department is placing the principal in an intolerable work situation, because in terms of legislation, the principal is expected to give effect to two conflicting commands. The principal will either give effect to the department`s wishes out of fear for a disciplinary hearing should he not obey his employer, which goes against his obligation in terms of section 16(2), or he will choose to act in accordance with section 16(2) and place the interests of the school above the interests of the department and disregard his duty as an employee of the department. In both these situations the employment relationship between the principal and department will be affected adversely and constitute an unfair labour practice and an infringement of the principal’s right in terms of section 23 of the Constitution. This dissertation sets out the different functions and roles of the parties involved in education. As in any relationship, conflict is inevitable, and the relationship between the Department of Education, the school principal and the school governing body is no different. The different causes of these conflict situations are discussed and possible solutions suggested. This research study represents just one of many approaches to this subject, but sheds some light on various obstacles in the education system that have not previously existed, while offering a platform for further research and solutions. / Dissertation (LLM)--University of Pretoria, 2013. / Private Law / unrestricted

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR of EDUCATION in the department of Educational Psychology in the FACULTY OF EDUCATION at the UNlVERSITY OF ZULULAND, 1998. / This study involves an investigation of governing bodies' perspectives on a culture of teaching and learning. An attempt was made to determine if governing bodies are adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. The literature study discloses that education in South Africa is going through a crisis. It is common knowledge that the culture of teaching and learning has almost disappeared in its entirety in many schools. Schools are characterised by an anti-academic attitude by teachers as well as pupils. Many parents seem to be helpless when confronted with problems related to their children's schooling. Their only hope rests in governing bodies' and principals' initiatives to re-establish a culture of teaching and learning. Governing bodies and principals therefore have a vital role to play in creating a culture of teaching and learning. In the interest of the education of children, they need to work in concert with each other. Their working together is a collaborative act, marked by cooperation and support for each other. The investigation proved that governing bodies have not been adequately trained to deal with problems associated with the culture of teaching and learning. Despite the South African Schools Act, 1996 (Act No.84 of 1996) ushering in a new era of parental involvement in school governance, parents were not systematically empowered to deal with their new responsibilities. The failure of the Department of Education to embark on a meaningful capacity-building programme for school governors has inhibited governing bodies' contribution towards education. For the purpose of the empirical investigation a self-structured questionnaire for parent governors was utilised. The questionnaires that were completed by parent governors were analysed and thereafter the data that was obtained was processed and analysed. This study has confirmed that governing bodies were not adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. In addition to the empirical survey, personal interviews with members of governing bodies were conducted. In conclusion a summary was presented and based on the findings of this study, the following are some of the recommendations that were made: * All governing bodies should develop and enforce a code of conduct which will provide a set of guidelines to regulate the behaviour of pupils so that a disciplined and purposeful environment is established at schools to facilitate effective teaching and learning. * All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. * Governing bodies should offer incentives to principals and teachers who introduce innovative ideas and methods to promote the culture of teaching and learning. * Through structured education programmes governing bodies must prepare parents to assume responsibility for the education of their children.

This research was conducted in the Sekhukhune District in Limpopo Province with a particular focus on the Department of Education's Malokela circuit. The main purpose of this study was to probe how school governing body (SGB) stakeholders work collaboratively to manage school finances and implement finance policy effectively in the public schools of Limpopo Province. The following research question was used to investigate the problem: How collaboratively do school governing bodies (SGBs) govern the financial affairs of public primary schools in the Malokela Circuit of Limpopo Province? It is in the interest of schools and their learners that SGB stakeholders work collaboratively to effectively manage school finances and properly implement finance policies. The identified problem was investigated by means of a qualitative research approach, using semi-structured interviews with a purposive sample from two selected public primary schools in the Malokela Circuit in Limpopo Province. The qualitative research approach was considered suitable because the study was intended to be an exploratory one aimed at gaining a better understanding of a phenomenon. The case study was used as a research design; it was assumed to be more appropriate for this research because it helped the researcher understand how people interact with, and relate to, one another. The research findings revealed that governing bodies in public primary schools are faced with many problems which, among others, include levels of education of stakeholders, especially parents, and their lack of knowledge and the skills needed to execute their duties when they are required to perform their roles and carry out their responsibilities in managing school finances. In order for public schools to meet these challenges successfully, this research makes a number of recommendations based on conclusions reached from findings. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION In the Department of Educational Planning and Administration of the University of Zululand, 2004. / The objective to undertake this study determines whether and to what extent the parent component of the School Governing Body plays a role in decision-making in schools. The study conducted in Umzumbe Circuit schools, under the Port-Shepstone District in the Pietermaritzburg region of KwaZulu Natal Province. The research brings to the fore a distinction and overlap between governance and decision-making. It highlights the nature and importance of the involvement of the parent component in decision-making on school issues. The study demonstrates that school governance and decision-making entail the application of conceptual, technical and human relation skills. Based on findings emanating from the analysis and interpretation of data from the respondents, the study concludes that, ■* Some school principals do not effectively implement the directives portrayed in policy documents of the Department of Education. This situation hinders the participation of some parents in decision-making in schools; • Many parents do not have the necessary knowledge • about school governance in general and lack the necessary expertise required to enable them to participate effectively in decision-making on school issues; From the conclusions made, the study makes recommendations directed to school principals, schools, SGBs and district officials, SGBs and the Department of Education.

In some schools in Gauteng the School Governing Bodies operate in such a way that some principals dominate them and impose rules upon teachers and pretend as if the directives are instructions from the SGBs whereas they are not. According to Heystek (in De Groof, Heystek, Malherbe and Squelch, 1997:152), in many cases, the true focus of power and authority remains where it has always been. This simply means that sometimes conflict will arise between the school principal and the School Governing Body (SGB) because some school principals will try by all means to cling to power even if the South African Schools Act tries to decentralise the power of school governance. The thesis focuses on aspects of the relationship between the school principals and the School Governing Bodies (SGBs), their duties and responsibilities, and the effects of their relationship on the learners, teachers and parents. A proper demarcation of duties and responsibilities of the School Governing Bodies and those of school principals will help them to govern and manage the schools harmoniously and effectively. The irony is that principals must empower and train their SGBs who are supposed to be their partners but who sometimes become their competitors and the contradiction is how can one empower his/her competitor. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / PhD / Unrestricted