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Female educators leading socio-economically disadvantaged primary schools in post-apartheid South Africa

- Van Greuning, Edward

  • Authors: Van Greuning, Edward
  • Date: 2017
  • Subjects: Educational leadership - South Africa , School management and organization - South Africa , Women educators - South Africa
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://ujcontent.uj.ac.za8080/10210/372934 , http://hdl.handle.net/10210/232295 , uj:23690
  • Description: M.Ed. (Education Management) , Abstract: This study was part of the SANPAD (South African Netherlands Partnership for Alternatives in Development) research project with the title for the project “Women leading in disadvantaged education contexts” (Perumal, 2015, p. 70). This study aligned itself with the overall aim and sought to answer the research question: ‘How do female leaders navigate the challenges of leading in poor schools in post-apartheid South Africa?’ It is important to note that education under apartheid was characterized by inequalities that had an impact not only on the teaching and learning of learners but also on the management and leadership of schools (Morrow, 1990, p.174). The legacy of this system was still apparent in post-apartheid South Africa, where governance was the responsibility of the School Governing Body (SGB), and where more females were being appointed in leadership positions at schools (RSA, 1996, pp. 9-10). The experiences of white Afrikaans-speaking female leaders in managing and leading these schools under difficult socio-economic circumstances, and the role that they played in alleviating the effect of poverty on the learners were explored. Research was conducted at three schools in the Gauteng Province of South Africa. In the three cities, the men were the principals and the school management team (SMT) members were women. Semi-structured, individual interviews were used, to obtain data from the participants. During the data analysis, the following themes emerged: the socio-economic context of poverty, living conditions, food insecurity, school experiences, and female leadership strategies. Education budgets were designed to meet equitable outcomes and overcome racial disparities (Chisholm, 2004, p.1), for schools and public services in difficult socio-economic contexts, performed less effectively and local children and families experienced poorer educational outcomes (Naidoo & Perumal, 2014, p.65). In order to ensure that learners in difficult socio-economic conditions performed effectively and experienced improved educational outcomes, the focus had to be on social justice. Female leadership that recognized the unequal circumstances of marginalized groups could therefore direct its actions towards eliminating inequalities and marginalization (DeMatthews & Mawhinney, 2014, p. 846). Naidoo and Perumal (2014, p. 2) stated that...
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Organisering as bestuurstaak van die koshuisopvoeder in kindersorgskole

- Boshoff, Gerhardt Marius

  • Authors: Boshoff, Gerhardt Marius
  • Date: 2014-07-16
  • Subjects: Dormitories - South Africa - Staff , Dormitories - South Africa - Management , Child welfare workers , School management and organization - South Africa
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/366089 , uj:11712 , http://hdl.handle.net/10210/11433
  • Description: M.Ed. , The education of pedagogically neglected children in a residential situation, as found at child care schools, implies a particular educational task. It must be carried out in a conscientious professional manner it any virtuous accomplishment can be expected. All children in child care schools are cared for residentially. These children are removed from their homes or other torms of care without any choice and are then placed in the total care ot the child care school. The hostel in the child care school forms the core ot the school and is therefore the "home" ot these neglected children. As manager ot the child care school hostel the hostel educator has a comprehensive and complex task. This is realized when he has to lead and accompany pupils pedagogically towards adulthood in the child care school hostel environment. As professional leader the senior hostel educator must accomodate managerial tasks such as planning, organizing,guidance and control. In this research the importance ot organizing as the major management task ot the hostel educator in a child care school is stressed. Aspects that are connected with organizing are also stressed as they create structure on the micro level in the child care school hostel. In addition to this there is a normal relationship within the structure that adds to the achieving ot preset goals in the hostel. This research furthermore, stresses the managerial tasks which are expected of the hostel educator, namely to implement an inviting climate in the hostel, to develop a system of leadership and to create inviting discipline through effective organizing. This research is underpinned by the fact that the author was in the unique position of approaching the subject trilaterally : being in a hostel as a schoolboy for a number of years; as a hostel educator (presently as member of the managerial team of a child care school he is responsible for a hostel) and as a professional educator. (The personal experience and scientific facts melt together into a unit that gives one an intimate look into the daily life of the hostel educator and his particular challenges) . The importance of organizing as managerial task of the hostel educator as leader in the child care school hostel must be seen in the light of the need for well-equipped, able and diligent hostel educators.
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Fundraising as an aspect of management in public primary schools

- Mashigo, Ezekiel

Verantwoordbare seleksie van skoolhoofde as bestuursfunksie van skoolbestuursrade

- Botha, Louis Jacobus

The relationship between the school management and school governing body for whole school development

- Maleka, Selebalo Paul

The perceptions of school governing bodies with regard to their role of supporting schools in maintaining discipline

- Mbatha, Nombali Fortunate

  • Authors: Mbatha, Nombali Fortunate
  • Date: 2012-09-10
  • Subjects: School discipline - South Africa , School management and organization - South Africa
  • Type: Mini-Dissertation
  • Identifier: http://ujcontent.uj.ac.za8080/10210/389074 , uj:9879 , http://hdl.handle.net/10210/7279
  • Description: M.Ed. , The maintenance of discipline at South African schools is emerging as a serious problem. The South African Schools Act has mandated the school governing body of every public school to maintain learner discipline among learners. The school governing bodies have to develop a code of conduct for learners and they have to properly implement it in such a way that learners develop self-discipline and the schools become effective environments for teaching and learning. The lack of discipline has caused many schools to be ineffective institutions of teaching and learning. The aim of this research was to explore and describe the perceptions of school governing bodies with regard to their role of supporting schools in maintaining learner discipline. This research was undertaken with the purpose of formulating guidelines for the school governing bodies to support schools effectively in learner discipline management. A qualitative research method, which was descriptive, contextual and exploratory in nature, was used to collect data. The researcher conducted focus group interviews as a means of data collection. A digital voice recorder was used to capture the views of the school governing bodies with regard to their role of supporting schools in learner discipline maintenance. Transcriptions were made and the data were analysed and interpreted. The data analysis gave rise to the development of themes and categories which were related to the attitudes of school governing bodies with regard to their role of supporting schools in maintaining learner discipline. A study of the existing literature was undertaken to develop a theoretical framework and to further substantiate the research findings. The findings from this research study are, among others, that the school governing bodies should be trained on a continuous basis and that the governing bodies and the involvement of both parents and the governing bodies is important for the effective management of learner discipline.
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The roles and limitations of district learning area specialists during curriculum improvement

- Rikhotso, Lawrence Mahlomule

  • Authors: Rikhotso, Lawrence Mahlomule
  • Date: 2014-04-15
  • Subjects: School management and organization - South Africa , Competency based education - South Africa , Curriculum planning - South Africa , Educational change - South Africa
  • Type: Thesis
  • Identifier: uj:10672 , http://hdl.handle.net/10210/10189
  • Description: M.Ed. (Education Management) , The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills and capacity by both office and school- based teachers to comply with policies of the Department of Education (In this concept the educators and teachers are used interchangeably). Due to the above, both institution and office-based teachers started blaming one another for poor implementation and monitoring as well as supporting the new curriculum reforms. Institution- based teachers blamed the office-based educators for the lack of capacity, monitoring and support as well as feedback. On the other hand the office- based educators blamed the institution based teachers for the lack of internal support within schools. The purpose of this study was to investigate the level of capacity by District Learning Area Specialists in supporting and monitoring the implementation of Revised National Curriculum Statements (currently called National Curriculum Statements). To accomplish this aim, Heads of Departments, District Learning Area Specialists, and teachers were sampled randomly from Ekurhuleni West school district. The Heads of Departments and educators were selected from Thokoza, Vosloorus and Katlehong schools, while the District Learning Area Specialists were from Ekurhuleni West district office. The research was conducted in a form of case study. It focused on qualitative and descriptive research style. Various methods of collecting data such as interviews, observation, questionnaires and document analysis were used in order to ensure reliability and validity. Based on the literature reviewed and responses from the empirical research the study revealed that the type of support offered by the District learning Area Specialists is not enough for the teachers to implement and comply with all the policies of the Department of Education. It also revealed that excessive demands and pressure from the Department of Education left schools and districts with no choice but to rush to the implementation phase without capacity building. In order for both district and institution- based teachers to implement and comply with the policy, the study recommended that: conducive organizational structure; combination of support and external pressure; issuing of incentives; reward and sanctions; strategies and prioritizing of work; high level of professional leadership and capacity; district working towards developing partnership with schools; monitoring and support and that institution based teachers should become organized and effective. Finally, the researcher recommended for a further research on the IDSO (Institutional Development and Support Officer). The reason is that these district officials are the ones who develop the management and governance of schools. They ensure that all the school systems are put in place. It is believed that if the governance and management of schools are in order, it is likely that the curriculum implementation might improve.
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Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof

- De Beer, Pieter Arnoldus

  • Authors: De Beer, Pieter Arnoldus
  • Date: 2012-08-22
  • Subjects: Teacher-principal relationships. , School management and organization - South Africa , School administrators - Management
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/375442 , uj:3061 , http://hdl.handle.net/10210/6482
  • Description: M.Ed. , This treatise, which deals with "Effective Teamwork" as an educational imperative for school principals, will hopefully serve as an information source for the school principal. From this study it has become clear that the school principal of today has a comprehensive and complex role to play, a role characterised to a great extent by the responsibility to ensure educational excellence in his/her school. Achieving this objective is not an easy task, since education today is constantly subject to change which may include internal and external factors and may also vary in complexity and intensity. In this continual quest for excellence in education, the school principal must have the skills to: identify the changes; and effectively handle the changes. However, the task of identifying and handling changes and continually achieving educational excellence is too comprehensive for the school principal to carry out alone, and all the role players in his school will have to be involved. In this study the spotlight falls on the teachers as a functional team assisting the principal in his task of delivering excellent service in his/her school. From the above the problem addressed in this study flows, namely: How can the school principal (as team leader) go about guiding and training his teachers to function as an effective team so as to ensure educational excellence within rapidly changing conditions. In an attempt to resolve this problem, research has been undertaken into: the essential aspects of an effective team, i.e. to determine the nature, functions and characteristics of an effective team; and essential team leadership, i.e. to determine the nature, functions, skills and characteristics of an effective team leader.
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Die regsposisie van die kind binne opvoedingsverband

- Borg-Jorgensen, E.

Empowering a school management team through a course in leadership intelligence development

- Gage, Timothy

  • Authors: Gage, Timothy
  • Date: 2016
  • Subjects: Educational leadership - South Africa , School management teams - Training of - South Africa , School management and organization - South Africa
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/237502 , uj:24333
  • Description: M.Ed. (Educational Management) , Abstract: Previous research in the area of school leadership indicates that current models of management are falling short of equipping school leaders with the skills required to meet the demands of 21st century schools. Nowhere in the world is this more evident than in South Africa, where transformation of the education system since democracy in 1994, has been slow - eroded by weak management, bureaucratic management structures and policy overload. Nowadays, effective, intelligent leaders are those who respond to challenges utilising different intelligences. For these reasons, this study draws on leadership intelligence (LQ) theory and proposes that a holistic understanding of intelligence, known as leadership intelligence (LQ), can be a useful theoretical approach to effective school leadership in a South African school context. LQ refers to how leaders need to make logical decisions (IQ), manage their own and their team’s emotions (EQ) and express their desires and passions (SQ); focusing on the balance between these three intelligences. “How can a leadership intelligence (LQ) development course empower the leadership team of a township school to lead more intelligently?” is the fundamental question in this study. To illustrate this, I employed a participatory action research (PAR) design to explore the perceived changes in the LQ of a school management team (SMT) in a township school. In attending a three-week long LQ intervention, and using a LQ questionnaire (LIQ) as a pre- and post-intervention technique, the SMT as research collaborators, wrote about their learning in journals before finally devising action plans. In using inductive reasoning, I explored the participant’s journals and action plans, by looking for patterns then allocating codes before eventually identifying common themes. What emerged as a result of the thematic analysis, were three predominate themes of autonomy, empathy, and communication. These prevailing themes were then discussed, illuminating some of the challenges facing school leadership in township schools and was evidence of their growing LQ. The findings point to the impact of hierarchical structures and autocracy prevalent in schools as obstacles to the participants who are working towards accessing their LQ skills. Furthermore, while the results of this study have shed light on the fields of school leadership in a South African township school and leadership intelligence (LQ), the PAR approach has also contributed to research in school leadership development in South Africa as a suggested avenue for future research...
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The relationship between the school management and school governing body for whole school development

- Maleka, Selebalo Paul

  • Authors: Maleka, Selebalo Paul
  • Date: 2014-07-28
  • Subjects: School boards - South Africa , School management teams - South Africa , School management and organization - South Africa
  • Type: Thesis
  • Identifier: uj:11865 , http://hdl.handle.net/10210/11596
  • Description: M.Ed. (Educational Management) , The implementation ofthe South African School Act 84 of 1996 located significant management responsibilities with principals and governing bodies of public schools. The Schools Act is aimed at the creation and management ofa new national school system. This system must, as far as is reasonably possible, give everyone an equal opportunity to develop his or her talents. This research will focus specifically on the roles of the SGB and SMT, and on the developing relationships between them in the management ofschools. As Glatter, (1988:155) maintain that governing bodies experience uncertainty because they. face different expectations and demands and need to create different relationships with the surroundings institutions that are interested in the local education system.
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Bemiddeling as konflikbestuursmeganisme aan swart sekondêre skole

- Theron, Gerrit Daniel

  • Authors: Theron, Gerrit Daniel
  • Date: 2014-05-08
  • Subjects: Mediation - South Africa , Blacks - Education (Secondary) - South Africa - Administration , Conflict management - South Africa , School management and organization - South Africa
  • Type: Thesis
  • Identifier: uj:10967 , http://hdl.handle.net/10210/10540
  • Description: D.Ed. (Educational Management) , This research focuses on the conflict and the concomitant disruption experienced in black urban secondary schools in the RSA. The causes, the nature and the extent of such conflict and disruption are indicated, and the attempts thus far, to manage such conflict, are discussed. Attention is also given to alternative methods of managing conflict in an effort to curtail the disruption of schools so that unimpeded meaningful education may take place. The premise is that education is at the centre of conflict in black communities and that unrest and disruption at schools constitutes a specific form of conflict in the South African situation. The variable success rate achieved in attempting to combat conflict in black schools through conventional methods of managing such conflict necessitates a search for alternative conflict management methods in education. This research focuses on the process of mediation as a technique for managing conflict. The main aim is to ascertain whether mediation may be employed to manage conflict in black schools effectively. To achieve this aim, both a study of the literature and analytical research have been carried out by way of a questionnaire and interviews. The use of mediation as a technique for managing conflict in schools overseas and the successes achieved in USA schools are also addressed. The conclusion is drawn that a very real need exists to use mediation as a technique for managing conflict in black schools. This research shows that mediation is both an acceptable and a viable mechanism for the effective management of conflict in black schools. Several recommendations are made on the use of mediation as a technique for minimising conflict and disruption in the field of education. It is recommended, inter alia. that all teacher training programmes should include courses on non-violent conflict management techniques. with the emphasis on mediation. Education authorities should put to use the resources and the skills of all institutions that have managed conflict through mediation.
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Developing a common vision as an aspect of school management : implication for whole school development

- Shirindi, Takalani Victoria

  • Authors: Shirindi, Takalani Victoria
  • Date: 2012-09-11
  • Subjects: School management and organization - South Africa , Educational planning , Education - South Africa - Aims and objectives , Community and school
  • Type: Mini-Dissertation
  • Identifier: uj:9976 , http://hdl.handle.net/10210/7370
  • Description: M.Ed. , Die fokus van hierdie navorsing was die ontwikkeling van ‘n gemeenskaplike visie as ‘n aspek van skoolbestuur met implikasies vir heel-skoolontwikkeling. In hierdie navorsing is ‘n vraelys opgestel rondom die ontwikkeling van ‘n gemeenskaplik visie as een aspek van skoolbestuur. Die vraelyste is versprei onder onderwysers in prim8re en sekondere skole om hulle menings omtrent die belangrikheid van die ontwikkeling van gemeenskaplike visie te bepaal. Hoofstuk een bevat die agtergrond tot die probleem. Die navorser argumenteer dat die meeste skole nie ‘n visie het nie. Verder word beweer dat die ontwikkeling van ‘n gemeenskaplik visie as ‘n aspek van skoolbestuur ‘n betekenisvolle bedrae tot heelskoolontwikkeling kan maak. In hoofstuk twee word h oorsig oor relevante literatuur gegee. Die doel van hierdie literatuumavorsing is die volgende: om die aard van heel-skoolontwikkeling te ondersoek; om die samestelling van ‘n gemeenskaplike visie na te vors; om die belangrikheid van ‘n gemeenskaplike visie te bepaal; om die persepsies van onderwysers ten opsigte van die ontwikkeling van ‘n gemeenskaplik visie as aspek van skoolbestuur te bepaal; en om vas te stel wat die implikasies van ‘n gemeenskaplike visie vir skoolhoofde het in die bestuur van die skool as ‘n aspek van heel-skoolontwikkeling. In hoofstuk drie word die empiriese ondersoek bespreek. Die vraelys word hanteer en die studieverloop kortliks aangedui. Vraelyste is versprei onder primere en sekondere skole in die Noordelike provinsie. Hoofstuk vier fokus op die analise en interpretasie van die ingesamelde data. Die faktor deelnemende skool-gemeenskap-vennootskap word ook bespreek. In hoofstuk vyf word belangrike bevindinge uit die literatuurondersoek gegee. In hierdie navorsing word aangetoon dat: 'n skool se visie gedeel moet word deur al die belanghebbendes soos die ouers, onderwysers en leerders; en onderwysers geraandpleeg of betrek moet word by die skoolbestuur. Belangrike bevindinge uit die empiriese navorsing, aanbevelings en onderwerpe vir verdere navorsings word ook in hoofstuk vyf bespreek.
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Implikasies van die bestuursliggaam se groter verantwoordelikheid vir die motivering van personeel

- Fick, Annalise

Management of effective teams of teachers in secondary schools

- Sepuru, Cecil

  • Authors: Sepuru, Cecil
  • Date: 2014-03-18
  • Subjects: Teacher-principal relationships , School management and organization - South Africa , High schools - South Africa - Administration
  • Type: Thesis
  • Identifier: uj:4434 , http://hdl.handle.net/10210/9778
  • Description: M.Ed.(Education Management) , The ushering in of a new education system in South Africa comes with its own challenges to educational authorities. The role that school principals should play will still be significant as they are an important link between the school and outside authorities. Despite this important part they play, principals should always involve their staff, students, and parents in educational matters. Drawing in various stakeholders in the school will ensure that there is widespread responsibility. The platform suitable for stakeholders' participation appears to be the creation of teams. Teams have been identified as a suitable forum for the application ofTotal Quality Management in schools This approach, of looking at the interests of students first, should be coupled with ensuring that societal values, norms, mores, and . ethics are takencare of in schools. The essential function of a school leader is to present to students and teachers their ownpersonal vision of where the school and society should be going. Participation in school matters by teachers, students and parents alike necessitates that mutual respect be prevalent in such an environment. Thecollaboration of teachers, students and parents will foster teams which will provide greater power, both with regard to ideas and the ability to act on them. This study hashighlighted the following: I. The team is the major, and sometimes, the only source of emotional support for colleagues in schools. 2. Effective teams co-ordinate the interaction of members of staff so that they arc able to deal with information from many different directions and sources. 3. Teams generate greater ideas and considerable benefit IS derived when all members stimulate each other's professional growth. The establishment and building of teams should also encourage professional -,development of the teachers, which is also a vital element in teaching and learning. Delegation of essential management decisions to teams should be a common practice by the principal. This will ensure that interested parties in school matters will be kept informed of new developments. It will also draw in the participation of stakeholders, which create a pooling of ideas. Changing realities in the South African education system should not catch education authorities, principals, teachers. students and parents unawares. They need to keep abreast of developments through an imperative communication network. Teachers. students and parents should be empowered so that they not only play a vital role in education but a meaningful one as well.
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Bestuurstyl en skoolklimaat as determinante van ouerbetrokkenheid by formele onderwys

- Kruger, August Gustav

The perception of principals on group decision-making within school management teams

- Mmako, Anna Mmapitse

  • Authors: Mmako, Anna Mmapitse
  • Date: 2014-10-07
  • Subjects: School management teams - South Africa , School principals - South Africa , School management and organization - South Africa , School management teams - South Africa - Decision making , Group decision making - South Africa
  • Type: Thesis
  • Identifier: uj:12515 , http://hdl.handle.net/10210/12309
  • Description: M.Ed. (Educational Management) , This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.
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'n Diagnose van werkgroepprosesse in die skool

- Rossouw, Adam Hendrik

An invitational approach as an aspect of managerial communication in education

- Conley, Lloyd Nolan

Die voortgesette opleiding van skoolbeheerliggame : 'n taak van die skoolbestuurspan

- Robinson, Been.

  • Authors: Robinson, Been.
  • Date: 2012-08-14
  • Subjects: School management teams - South Africa. , School boards - In-service training - South Africa. , School management and organization - South Africa
  • Type: Thesis
  • Identifier: uj:9238 , http://hdl.handle.net/10210/5686
  • Description: D.Ed. , This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis.
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