The South African Schools Act (Act o 84 of 1996) and PubIic Finance Management
Act (Act No.1 of 1999) are the most important legislative frameworks in financial
school management. Principals and other stakeholders still find it difficult to comply
with these Acts and this makes it difficult for them to manage their school finances
effectively and efficiently.
The purpose of this study was to explore the extent of the effectiveness of the EMG's
support and training programmes in addressing the challenges that principals are faced
with in the management of school finances.
In addition the study aimed at establishing the reasons why schools still find it difficult to
manage their finances well and why they are not complying with the relevant Acts.
The empirical study followed a qualitative (interpretive) research approach. The
interpretive approach allowed the researcher to interact closely with the participants to
gain insight and form a clear understanding as to how effective the EMG is towards
addressing the challenges facing principals in the management of school finances.
Firstly, twenty six (26) school principals who were purposefully selected from ninety six
(96) schools in the Rekopantswe Area Office participated in the open - ended survey.
Secondly, five (5) school principals from twenty six who participated in the first round of
data collection and the EMG, participated in the interviews.
Three school principals were males. two were females and the EMG coordinator was a
female. Finally, six participants were interviewed, three males and three female ..
Through this study, the researcher established that the Department of Education is not
doing enough to address the challenges that principals are faced with in managing school
finances. Finance training programmes are not relevant to the schools' needs. There is a
need for a qualified full - time treasurer in all schools.
The general view of stakeholders, particularly principals, is that the Rekopantswe Area
Office is not playing an effective role in addressing the challenges racing principals in the
management of school finances.
Therefore, it is recommended that training workshops should be based primarily on the
areas of concern discovered during the interrogation of school monthly reports and the
audited finance statements. The blanket approach to conducting training workshops does
not necessarily address challenges that principals are faced with.
With the implementation of focused training workshops, school management and GB
members will be equipped with the necessary competency needed to improve the
situation at school and the economy of the country. The study further recommends
collaborative work, teamwork and cooperation among schools. Schools should not work
in isolation: they should share information amongst the committees for development
purposes. / Thesis (M.Ed) North-West University, Mafikeng campus, 2011
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/16026 |
| Date | January 2011 |
| Creators | Mekgwe, O J |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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