Since 1994, South Africa has experienced a focus on transformation. The National
Department of Education has refocused the vision and direction of the South
African education system through a series of policy initiatives. As a result of new
legislation in South Africa, considerably more authority and responsibility for
decision-making has been devolved to the school level than was the previously
the case (Lumby, Middlewood&Kaabwe, 2003). This study investigates teacher
involvement in decision-making in finance and curriculum matters in 16 selected
rural schools in Maphumulo circuit. . The study sought to investigate the extent to
which teachers’ actual and desired involvement in decision-making in Finance
matters and Curriculum.
Through the interpretive paradigm of the situation quantitative and qualitative
approaches were used to provide rich and picture. The study utilized a
questionnaire and focus group interviews to investigate the finance area in eight
issues: budgeting, purchasing, record keeping, financial reporting, fundraising,
monitoring, auditing and accounting. The second area was curriculum with seven
issues: selection of books, year plans, work schedules and lesson plans, assessment
(tests and projects) time tabling, language policy and instructional methods. Findings
show that in both decision-making areas teachers tend to experience less
decisional involvement than they desire. However, teachers do not necessarily
desire to be involved in every aspect of the selected areas. I therefore conclude
that school leaders need to invest in understanding what teachers desire to be
involved in and what they do not. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/6116 |
| Date | January 2011 |
| Creators | Chili, Johnson Mpiyakhe Johnny. |
| Contributors | Chikoko, Vitallis. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
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