This study looked at the way poor-performing public secondary schools in
Gauteng Province understand school accountability; their current internal
accountability instruments; the way professional development is
conducted; and their engagement with the Integrated Quality Management
System, the external school accountability system. The intention of the
study was to identify possible instruments to mobilise bureaucratic and
professional accountability in poor-performing secondary schools. The
study was a case study of three poor-performing secondary schools and
relied on teachers and principals at these schools to learn their
understanding and reactions to the notion of accountability.
The study revealed that such schools use bureaucratic instruments (such
as attendance registers) to realise accountability and to create structure
and routine in their schools. However, where leadership is weak, even
these bureaucratic tools such as attendance registers are ineffective.
These schools do not take action against non-conformance by teachers
and principals. In the schools investigated, accountability was seen as
‘doing your work as you were trained to do during your pre-service training
and reporting on learner performance’.
The study revealed that, to move towards greater professional
accountability in the school sector, a long-term approach is needed that is
underscored by ongoing professional development complemented with
pressure or performance management. Equally important is the need to
build collective power through improving knowledge and skills and
motivation for improvement amongst both teachers and school managers.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/10926 |
| Date | 09 January 2012 |
| Creators | Vawda, Shamima |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.002 seconds