Abstract
M.Ed.
The focus of this investigation is on the perceptions of non-educators and school principals with regard to the implementation of the policies of employment equity and affirmative action in public schools. There were gross inequalities that were perpetuated by a policy of employment segregation prior to the 1994 democratic government that skewed human and physical resources in favour of the white people. This adversely affected the employment status of non-educators in public schools. To this end, public schools lacked credibility and legitimacy and service delivery became inefficient on account of unfair employment policies and practices. Therefore, the promulgation of the policies of employment equity and affirmative action became a necessity through which equalisation of employment opportunities could be realised. The purpose of this study is to explore and understand the perceptions of non-educators and principals with regard to the implementation of the aforesaid policies and how they address their employment barriers that were legislated during the apartheid era in the South African public schools.
The perceptions of non-educators and school principals with regard to the implementation of employment policies were investigated. Furthermore, an investigation on the implications for the management of non-educators in public schools were contextually explored, observed and described in a natural setting, via in-depth semi-structured interviews thus allowing an indepth and qualitative description of their views and beliefs. The raw data was transcribed verbatim from tape recorder and videotape. Data was analysed by margin coding and by clustering data into categories and sub-categories. Conclusions were drawn and recommendations made for further research. The research study revealed that there is a need for practical implementation of the policies of
employment equity and affirmative action in public schools. In order to implement the
policies appropriately, it was discovered that training and development should occur alongside monitoring and evaluation, and a participatory management style that encompasses noneducators in public schools.