Abstract
Several attempts have been made to examine the impact of parental involvement on learner performance in South African schools, however, no consensus has been reached on the role of the SGB in the academic performance of learners in the FET phase. In an effort to determine the role of the SGB in the academic performance of learners, this study sought to evaluate the knowledge of SGB members on their duty towards teachers and learners. This study intended to identify the perceived roles and responsibilities of SGB members and how that perceived responsibility trickles down to academic achievement by the learners. Utilising qualitative methodology, data collection was undertaken through semi-structured interviews and observations. One secondary school in the West of Gauteng province participated. Eight interviews were conducted with various members of the SGB, ranging from the chairperson to nonteaching staff representatives. The findings revealed, inter-alia, that SGB members are not fully aware of their roles and responsibilities as stipulated by the South African Schools Act (SASA, 84 of 1996) and that they are indirectly responsible for the academic performance of learners. This study recommends that, amongst other matters, there should be a basic standard of skill sets that aspiring SGB members should possess. Furthermore, a member contribution tool should be constructed to evaluate member contribution and performance and should be tested annually to determine if members are fit to continue office. Keywords: academic performance, SGB responsibilities, perceived responsibility, member contribution.
M.Ed. (Educational Leadership and Management)