Thesis (PhD)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Conflicts and dysfunctionality in public schools is often the cause of poor school
performance and learner outcomes. This often is a direct result of poor school
governance. Studies have previously identified a number of factors affecting the
standard of school governance. One of these is absence of an effective monitoring
and evaluation system for school governance. The current approach of Whole
School Evaluation, which incorporates the Integrated Quality Management System
(IQMS), unfortunately does not possess adequate tools for the measurement of
school governance with view to identifying specific areas of failure.
School governance failures are widespread and costly, but effective governance can
provide significant benefits not just for the schools but also for the department, the
community and the learners themselves. However, there are two challenges: moving
beyond suggestive anecdotes to a systematic approach for measuring the
governance of schools, and using the data and rigorous analysis to support schools
and improve governance.
The researcher has designed a measurement instrument to address this particular
gap in the management of public schools. This takes the form of a balanced
scorecard based on the Kaplan and Norton Model, but has been specifically
developed for measuring the public, education and non-profit sector. A number of
school governance performance areas based on regulatory frameworks such as the
South African Schools Act (Act 84 of 1996) have been linked to specific indicators
and measures. These performance areas related to key targets in order to ascertain
the achievement of good school governance outcomes. A learning and
developmental approach in the form of a peer review format using a clear and simple
process has been developed to apply this measurement system.
Through an evaluation study the normative model was applied and tested at selected
special schools throughout the Education Management and Development Centres
(EMDC) in the Western Cape to test the hypothesis that such a balanced scorecard
effectively measures school governance while identifying actual areas of failure. It therefore enables School Governing Bodies (SGBs) to focus on these failures in
order to improve school governance and therefore promote the schools’ overall
performance. The outcomes of the study have been so impressive that the system
can be further developed with stakeholder organisations utilising an online approach
that can improve management and save time in view of the schools’ “time-on-task”
focus. This is the national government term for time management in teaching and
learning in schools. Participants at selected schools further indicated that, with
effective orientation and training of SGBs and application teams, this instrument can
produce good school and learner outcomes. / AFRIKAANSE OPSOMMING: Konflik en wanfunksionering in openbare skole is dikwels die oorsaak van swak
skoolprestasie en leerder-uitkomste. Dit is dikwels ‘n direkte gevolg van swak
skoolbestuur. Vorige studies het ‘n aantal faktore geïdentifiseer wat die standaard
van skoolbestuur raak. Een van hulle is die afwesigheid van ‘n stelsel vir
“doeltreffende monitering en evaluering” van skoolbestuur Die huidige benadering
van Totale Skoolevaluering wat die Geïntegreerde Gehaltebeheerstelsel (IQMS)
insluit, beskik ongelukkig nie oor voldoende meting van skoolbestuur met die oog op
die uitkenning van spesifieke tekortkominge nie.
Waar tekortkominge ten opsigte van skoolbestuur wydverspreid en duur is, is dit ook
so dat doeltreffende bestuur beduidende voordele kan hê, nie alleenlik vir skole nie,
maar ook vir die departement, die gemeenskap en die leerder as sulks. Daar is
egter twee uitdagings wat gestel word: om verby voorgestelde wenke te beweeg na
‘n sistematiese benadering vir die meet van die bestuursaard van skole, en om van
die data en nougesette analise gebruik te maak om skole te ondersteun en hulle
bestuur ‘n helpende hand te bied.
Die navorser het ‘n meetinstrument ontwerp om hierdie spesifieke gaping in die
bestuur van openbare skole aan te spreek. Dit is in die vorm van ‘n gebalanseede
telkaart, gebaseer op Kaplan en Norton (1996), maar wat spesifiek vir die meet van
die openbare, onderwys- en nie-winsgewende sektor ontwikkel is. ‘n Aantal
prestasies wat spesifiek met skoolbestuur te make het en op regulerende raamwerke
soos die Suid-Afrikaanse Skolewet gerig is, is gekoppel aan spesifieke indikatore en
maatreëls en met sleutel-teikens belyn met die oog op die bereiking van
skooluitkomste. ‘n Leer- en ontwikkelingsbenadering in die vorm van ‘n
portierhersieningsformaat, waar ‘n duidelike en eenvoudige proses gebruik is, is
ontwikkel om hierdie metingstelsel toe te pas.
‘n Normatiewe model is deur middel van ‘n evalueringstudie toegepas en aan
geselekteerde, spesiale skole regdeur die Onderwysbestuur en
Ontwikkelingsentrums in Wes-Kaapland getoets met die doel om die hipotese te toets dat so ‘n gebalanseerde telkaart skoolbestuur doeltreffend meet en
tegelykertyd ook tekortkominge identifiseer. Vervolgens stel dit Skoolbeheerliggame
in staat om op hierdie tekortkominge te fokus ten einde skoolbestuur te verbeter en
daarmee saam die skool se oorhoofse prestasie te bevorder. Die resultaat van die
studie was so indrukwekkend dat die stelsel verder in samewerking met
belanghebbende instansies ontwikkel kan word deur die gebruikmaking van ‘n
aanlyn-benadering wat bestuur kan bevorder en tyd spaar, veral in die lig van skole
se fokus op “tyd op ‘n taak.” Deelnemers by geselekteerde skole het aangedui dat
dié instrument puik skool- en leerder-uitkomste sou kon lewer indien daar doelmatige
oriëntasie en opleiding van Skoolbeheerliggame en toepassingspanne is.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/17975 |
| Date | 12 1900 |
| Creators | Jonas, Patrick Thando |
| Contributors | Muller, Kobus, Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of School of Public Leadership. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 326 p. : ill. |
| Rights | Stellenbosch University |
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