D.Ed. / The objective of this thesis was to investigate, both qualitatively and quantitatively the school governance capacity building of school governing bodies in the Witbank district, Mpumalanga province, for the effective management of schools. A literature survey was undertaken and it is evident that, against the background of effective school governance, there is a definite need for more specific and up to date capacity building for school governing bodies. Furthermore, the importance of capacity building as an aspect of school governance capacity building and its implications for effective school management as a process, is emphasized. An empirical study was undertaken. In this research a questionnaire and focus group interviews were used. The research design is discussed in chapter four. In chapter five the analysis and interpretation of both the questionnaire and the focus group interview has been discussed. The literature study undertaken in chapter two discusses the problems regarding school governance capacity building tried in other countries. The two instruments were used to gauge the opinions of the school governing bodies' capacity in respect of school governance. Their responses to the questionnaire were analysed by means of multivariate and univariate statistical tests. From the sixty two questions, twenty were selected for the purpose of further qualitative analysis. The sixty two questions were then reduced to three factors using two consecutive factor analytic procedures: Factor 1- competent school governance. Factor 2- accountable collaborative school governance; and Factor 3- selection criteria. The competent school governance factor consists of 39 questions with a Cronbach - Alpha reliability coefficient of 0,9412. The accountable collaborative school governance factor consists of 20 questions with a Cronbach-Alpha reliability coefficient of 0,8684. Selection criteria consist of three questions with a Cronbach-Alpha reliability coefficient of 0,559. Multivariate and univariate statistical analyses were used to test the various hypotheses regarding school governance capacity building. Significant statistical differences between the mean score of two independent groups were investigated using Hotelling's T2 test and the Student t-test. Three or more independent groups were first tested at the multivariate level using MANOVA (multivariate analysis of variance). Any differences found at this level were further investigated using the ANOVA (analysis of variance) test at the univariate level. Pair-wise differences were investigated using the Dunette T3 or Scheffe test. Focus group interviews were also conducted because of the poor response to the questionnaires. Ten questions were developed around school governance capacity building which were used during the focus group interviews. The analysis of the data obtained from the focus group interviews clearly indicated a lack of capacity on the part of the three main components of the school governing body namely - parents, non-educators and learners. The following important recommendations emanated from this research: School governance capacity building is a crucial necessity. According to the findings of the research, respondents exposed a lack of capacity in their governance. Respondents also believe that they would have been better SGB's if they had the necessary training workshops.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:9344 |
| Date | 15 August 2012 |
| Creators | Mashile, Alexander Makadikwe. |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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