Collaboration between school governing bodies and school management teams as an aspect of school effectiveness
- Authors: Tsuari, Duduzile Josephine
- Date: 2012-06-06
- Subjects: School governing bodies , School boards - In-service training , School management teams , School management and organization - Parent participation
- Type: Mini-Dissertation
- Identifier: uj:2479 , http://hdl.handle.net/10210/4934
- Description: M.Ed. , After the training of School Governing Bodies (SGBs) on the South African Schools Act (SASA) 84 of 1996, in the new democratic dispensation, they were expected to implement their roles and functions effectively and as stipulated in the Act. At first SASA aimed at building an equal and similar education system in all South African schools (uniformity), and it was also expected that SASA would assist SGBs to contribute positively to development in schools, especially with regard to learner performance. However, fifteen years after the Act was introduced, the details of SASA have not been seen by some SGBs. Today, there are still neighbouring schools performing and underperforming, even though they face the same challenges contextually and the SGBs have received similar training. This motivated the researcher to determine why SGBs in some schools contribute positively to learner performance through being knowledgeable with SASA and implementing it. Above all, it was also important to establish the kind of relationship the SGBs have with other stakeholders, with specific focus on the SMTs who are responsible on a daily basis for ensuring effective teaching and learning is taking place, aimed at improving learners’ performance. The focus of the investigation is on the perceptions and experiences of SBGs with regard to their collaboration with SMTs for school effectiveness, and the purpose is to explore, investigate, understand and determine the perceptions of SGBs with regard to their collaboration with SMTs as an aspect of school effectiveness. The aim was to research what is currently taking place in schools, and how members of these groups perceive the importance and usefulness of collaboration and knowledge of SASA in enabling the SGB to work together with an SMT for the school to be perceived as effective. The qualitative research methods follow a basic interpretive approach, focusing on the descriptive, contextual and exploratory nature of the inquiry, through semi-structured interviews. This allows an in-depth study of the perceptions to be interpreted and observed. Findings were drawn from categories and themes, and recommendations concluded. The research study revealed a need to enforce a good relationship and partnership between SGB and SMT through a policy to establish collaboration between the two structures, which in return should contribute to school effectiveness. This would also be evident through improvement of learners’ performance and school results. The study revealed that SGBs need to be thoroughly trained in SASA and sufficiently knowledgeable to implement their functions and tasks effectively, thus in turn contributing to the creation of a platform for further collaboration. Through collaboration of these two structures there are opportunities created for improved communication lines, regular meetings, teamwork, shared visions, and negotiations. The existence or creation of collaborative relationships between SGBs and SMTs influences and forms one of the aspects that contribute to school effectiveness. The result of collaboration between SGB and SMT is success, measurable in terms of school effectiveness.
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Governing bodies and learner discipline : managing rural schools in South Africa through a code of conduct
- Authors: Mestry, Raj , Khumalo, Jan
- Date: 2011
- Subjects: School governing bodies , South Africa. Schools Act, 1996 , School discipline , School management and organization , School management and organization - Parent participation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/381948 , uj:5746 , ISSN 0256-0100 , http://hdl.handle.net/10210/7748
- Description: The South African Schools Act of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch’s method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.
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The effectiveness of school governing bodies in Gauteng public school
- Authors: Davids, Jogra
- Date: 2012-08-27
- Subjects: School boards , School management and organization - Parent participation , Public schools management
- Type: Mini-Dissertation
- Identifier: uj:3160 , http://hdl.handle.net/10210/6577
- Description: M.Ed. , Everyone in South Africa is keenly aware of and concerned about the massive educational changes. There is little doubt about the dominant role that change has played in our organisations and this has brought along many challenges of which education was the most distinctive. The introduction of a democratic school governing system was implemented. The main idea or intention was that such a governing system should systematically improve the culture of teaching and learning in schools and that schools should be gradually be transformed. Even though democratic elected governing bodies are in place, there is however a great lack of governor competence, especially amongst the parent component of the governing body. The Department of Education did not take cognisance of the important role of effective and sufficient training of members serving on school governing bodies. There is great concern that school governing bodies are not effective in executing their governance functions as prescribed by the South African Schools Act of 1996. The aim of this study is thus to investigate the effectiveness of school governing bodies in Gauteng public schools. The quantitative research method was used in order to engage the questionnaire as a research instrument. The sample consisted of primary and secondary schools in the Johannesburg North District (D10) of Gauteng.
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