Abstract
M.Ed.
The central theme throughout this research has been to investigate how governing bodies perceive the function(s) bestowed on them by the Schools Act.
The introductory chapter entailed the research problem, aims and questions guiding the study, its significance and methodology. The intention is to assist SGB's to be pro-active enough in executing the function of determining times of the school day, as the Act prescribes.
In chapter two, an in-depth literature survey was undertaken. This literature assisted in providing background as to how the SGB's (school boards / management councils) in other countries (England, Japan and Kenya) are involved in the management of their schools. The situation in South African schools was also compared and contrasted at face value to the situations in these countries.
Lastly, this literature also helped in analyzing the research data and an effort was made to expose ways in which time is not effectively used and possible strategies of using time competently were explored.
Chapter three of this research highlighted the research method and techniques used to collect data for this research. The research instrument was described regarding the design of the questionnaire and a discussion of time management in schools was also stated, based on the questions that were given to the respondents.
In chapter four an analysis and interpretation of the empirical data were discussed. Issues of reliability and validity of data were discussed and hypotheses were also given.
Chapter five interprets and analyses the research findings. The responses of participants are analysed for their implications on determining times of the school day. Lastly, this chapter provides the summary, recommendations and concluding remarks of this research