Abstract
M.Ed.
The present state of affairs in education should be understood in the context of the
legacy of resistance to repressive government policies. This led to the breakdown of
the moral fibre of our institutions such as education. The culture of teaching and
learning in schools was adversely affected in the process.
Restoring the legitimacy of schools and education involves the establishment of
representative, accountable and transparent institutions. This involves the creation of
a conducive climate for work. A conducive climate will help to lift the morale of the
educators. This in turn will lead to heightened performance.
The top-down hierachy of the former education system and its exclusion of relevant
stakeholders from meaningful participation in policy formulation and decision-making
have been eliminated by the South African Schools Act (no. 84 of 1996). This has
facilitated the devolution of decision-making power and has led to the incorporation of
civil society structures into the governance process.
Educator commitment is essential for any attempt at making the education system
functional. Educators should be sufficiently motivated through professional
development and recognition. Without responsibility and participation school
effectiveness will be a dream.
A school's educational effectiveness is associated with the morale of the staff, the
power structures, the problem-solving process and the degree of trust amongst
colleagues. If all these are addressed appropriately, it reduces frustration and
confusion, improves communication and leads to better teaching strategies to
enhance classroom performance. It is therefore imperative that the climate of the
school should be healthy for education collegiality to thrive.