Nongubo, M.J, Rhodes University, 2005, 

The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.

education and state, South Africa, Eastern Cape, school management and organization, secondary education, student government, student participation in administration

 

Mzuyanda Percival Mavuso, University of Fort Hare, case study of two selected rural primary schoools in the King William's Town District, 2009

  An investigation into the principal's role in facilitating the effective participation of the School Governing Body in promoting quality education in public schools     Author:     Haines, Frederick Louis, 2007

The South Africa Schools Act, (Act No. 84 of 1996) which came into effect on 1 January 1996 and the National Education Policy Act, (Act No. 21 of 1996) introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, educators, learners and other members of the community in the governance of schools. Whilst policy mandates stakeholder participation, in practice parent participation is problematic. This study therefore, investigates the role of the principal in facilitating the effective participation of the parent component of the SGB in the provision of quality education in public schools. A review of national and international literature was conducted to establish strategies principals use to facilitate the effective participation of the SGB. An empirical study was also undertaken. A questionnaire with closed-ended and open-ended questions was utilized with the aim of accessing the level of interaction between the SGB and principals of schools. Data from the questionnaire revealed the following key findings, namely: • There is a lack of effective management of parent involvement in school governance. • Limited communication exists between the principal and SGB regarding planned school activities where the SGB is supposed to have an input. • As leaders, principals are grappling to secure effective parent participation in the provision of quality education. Some recommendations are as follows: • Principals should develop orientation and on-going training programmes to capacitate parents to participate effectively in promoting quality public education • Principals should develop an invitational environment at the school • Principals should promote a climate for sound conflict management • Principals should provide sufficient information to SGB members and communicate these timeously to them It is hoped that through this study, principals will be inspired to identify then-limitations relative to the facilitation of parent participation and subsequently adopt one or more of the recommendations offered to armour themselves with strategies to facilitate the effective participation of parents in the provision of quality education for all learners.

Kuyasa Secondary School, King William's Town, Nelson Mandela Metropolitan University, roles and responsibilities of School Governing Bodies, problems with the functioning of School Governing Bodies, school governor's (SGBs) lack of capacity.

Digital Repository University of Melbourne, 2002, PHD, This research investigated the factors that impact on the career decisions of teachers in government primary and secondary schools in the state of Victoria, Australia. In particular, this research examined the factors that influence teachers in choosing to apply for principal class positions and the factors that influence other teachers to decide not to apply for such positions. Data were collected from current principals, assistant principals, classroom teachers with leadership responsibilities, and classroom teachers with no additional leadership responsibilities. Within the teacher and assistant principal groups, data were also sought from those who were aspiring to principal roles and those who were not aspiring to such roles. The purpose of the research was to understand the factors that influenced teachers (including those in leadership roles) in their decision making to apply, or not to apply for principal class leadership roles.

10187/1072 [ http://repository.unimelb.edu.au/10187/1072 ]

school governors and parents, thabisile Ntomezinhle Zwane, 2008, University of KwaZulu Natal, roles and functions of school governors (SGBs),SGB case study, school governors (SGBs) lack of capacity, school governors (SGBs) lack of literacy skills,

UNISA Singh, Rajesh
Keywords:	Principals' Perspectives School-Based Management School Governing Body School Governance Structure Principal Management Learner Governance Educator
Issue Date:	25-Aug-2009

i

RESTRUCTURING SCHOOL GOVERNANCE: THE CHANGING LEADERSHIP ROLE

OF THE PRINCIPAL IN A DEMOCRATIC DECISION-MAKING MILIEU, 

NKOSANA MAXWELL MASHEULA

UNISA, 2003

With the advent of democracy in South Africa, education has undergone major changes. One

of these changes seeks to entrench democratic management and governance in schools. In

terms of section 16 of the South African Schools Act of 1996 the governance of public school is

vested in the governing body, but the professional management must be undertaken by the

principal under the authority of the Head of Department. Parents are not involved in the

teaching and learning domain. This study investigated the leadership role of the principal in

the management and governance of the public schools in the Ekurhuleni East Education

District (Gauteng Province). The data were obtained through a structured questionnaire and

the stakeholder participation grid. Respondents were principals from the primary and

secondary schools. It is recommended that consideration be given to the ongoing capacity

building of the SGB’s so that they give better, efficient and effective service.

Decision–making; Leadership; Milieu; Participatory; Principal; Professional management;

Restructure; Role; School governing bodies; School governance

 

Restructuring school governance: the changing leadership role of the principal in a democratic decision-making milieu, Masheula, Nkosana Maxwell

School governance
Role
School governing bodies
Restructure
Professional management
Principal
Participatory
Milieu
Leadership
Decision-making

With the advent of democracy in South Africa, education has undergone major changes. One of these changes seeks to entrench democratic management and governance in schools. In terms of section 16 of the South African Schools Act of 1996 the governance of public school is vested in the governing body, but the professional management must be undertaken by the principal under the authority of the Head of Department. Parents are not involved in the teaching and learning domain. This study investigated the leadership role of the principal in the management and governance of the public schools in the Ekurhuleni East Education District (Gauteng Province). The data were obtained through a structured questionnaire and the stakeholder participation grid. Respondents were principals from the primary and secondary schools. It is recommended that consideration be given to the ongoing capacity building of the SGB's so that they give better, efficient and effective service.
URI:	http://hdl.handle.net/10500/1167
Appears in Collections:	Unisa ETD Theses and Dissertations (Educational Studies)

University of Zululand, 2003, Whole school development, WSD,

The study makes a valuable contribution to educational stakeholders in that it highlights the interdependent and inclusive roles of the individual and the institution both at a policy and philosophical level. This study concludes with a consideration of recommendations, which if considered and applied, could lead to the development of effective transformational leaders (principals) and efficient co-partners (governors) to introduce, manage and oversee changes imperative to facilitate WSD. The recommendations are succinct and easy to implement and has significance to all educational stakeholders. It draws different stakeholders into the equation of WSD, such as principals, educators, governors and SMTs.