Abstract
This study reports on an investigation into the role of the education district in supporting School Management Teams (SMTs) for learner success in high schools in an urban Johannesburg district in the Gauteng province of South Africa. This study was guided by the primary research question which was to determine the perceptions and experiences of SMT members and district officials concerning learner success and what they believe can be done differently to ensure the support that is geared towards school effectiveness in general and learner success in public high schools, in particular.
Data for this qualitative study was gathered through document analysis and interviews using a phenomenological method. Officials from an education district and members of SMTs from six secondary schools in an urban Johannesburg district made up the participants. Results suggest that growing emphasis is being paid to district-level leaders' roles in supporting SMTs and enhancing the standard and results of education in light of the national initiative to increase student achievement across the board. Based on the premise that while some schools are doing well and developing, there has not been a general improvement in all schools, as evidenced by the ongoing discrepancies in accomplishment records. This study makes it clear that schools with various geographical, socioeconomic, and performance circumstances must be considered.
This study brought attention to the necessity of professional development and resources for school management team members, particularly novice SMT members. District officials can improve staff collective efficacy by giving them the chance to acquire knowledge that aligns with the district's objectives and by putting up organisational structures and environments inside the district to facilitate improved teaching and learning. Thus, it is imperative that leaders in education, district officials and SMT members alike, promote system efficacy. Furthermore, maintaining improvement in all schools while closing the achievement gap for students requires school leadership to be morally committed to student learning. District offices must, nevertheless, create goals, initiatives, and instructional techniques that result in higher learner success.
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Data from this study also showed the importance of district strategic planning in ensuring that district stakeholders, including district officials, are aware of the goals and objectives established for the schools. Moreover, several participants highlighted the need to communicate with all stakeholders to ensure that everyone is aware of what is expected of them. Finally, this study emphasised the value of cooperative partnerships and effective functional and working relationships between district authorities and SMTs.
Keywords: education districts; school management teams; learner success; district support; strategic planning