THE EFFECTIVE FUNCTIONING OF A SCHOOL GOVERNING BODY A

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ACKNOWLEDGEMENTS, I wish to extend my sincere gratitude to the following people and institution for their. contribution to this research script, My supervisor Professor R J Botha for his unselfish assistance guidance and. encouragement throughout the study, My husband for his faith in my abilities patience his continuous support. understanding and encouragement, Ms Jo Anne Adams for her hours of typing Her patience understanding and. professional approach made my work much easier and I am extremely grateful. To Mrs Carol Jansen who edited my work and did the proofreading of my dissertation. her assistance is also greatly appreciated, To my niece Ms Matshidiso Elizabeth Modibedi for her support and patience.
To Mrs Mahlapane Molathlegi from the University of South Africa a friend and. contact person, To all informants who shared their views unselfishly with me regarding the topic. under study in their schools,Boksburg November 2008 The Researcher. Dedication,To my teachers mentors family and friends. DECLARATION, I declare that the Master s dissertation which I hereby submit for the degree MEd with. specialisation in Education Management at the University of South Africa is my own work. and has not been previously submitted by me for a degree at another university. The purpose of this study was to investigate the functioning of the SGB s in public primary. schools For this purpose the researcher collected data from both past and recent literature. and three public primary schools in the Ekurhuleni South district in Gauteng regarding how. effectively SGB s are functioning Observations of the proceedings were undertaken during. SGB several meetings Unstructured interviews with a small purposive sample of. informants supplemented the data obtained from the observations All the data collected in. this way were analysed discussed and synthesised, The major findings of this study are The efforts made by the DoE to provide training this.
was regarded as inadequate to address the complex problems experienced by SGB s. It is therefore recommended that the DoE should provide more intensified SGB. developmental training programmes for SGB s and that further research be undertaken. regarding the effectiveness of SGB s in public primary schools in South Africa. SGBs effective functioning public schools parent and educator components the SASA. RSA 1996a governance and management participation,AO Afrikaanse Ouervereniging. DoE Department of Education,GDE Gauteng Department of Education. HOD Head of Department School level,LOLT Language of Learning and Teaching. LTSM Learning and Teaching Systematic Materials, NAPTOSA National Professional Teachers Association of South Africa. PTA Parent Teacher Association,PTSA Parent Teacher Student Association.
RDP Reconstruction and Development Programme,SASA South African Schools Act. SGB School Governing Body,SMT School Management Team. SRC School Representative Council,TAO Transvaalse Afrikaanse Ouervereniging. TABLE OF CONTENTS PAGE,ACKNOWLEDGEMENTS i,SUMMARY iv. LIST OF ACRONYMS vi,LIST OF TABLES vii,INTRODUCTORY BACKGROUND.
1 1 INTRODUCTION 1,1 2 BACKGROUND OF THE STUDY 3,1 3 MOTIVATION FOR THE RESEARCH 6. 1 4 PROBLEM STATEMENT AND RESEARCH QUESTIONS 8,1 5 AIMS OF THE RESEARCH 9. 1 6 DEFINITION OF TERMS 9,1 7 SCOPE OF THE STUDY 10. 1 8 RESEARCH METHODOLOGY 11,1 8 1 Research methods 11. 1 8 2 Sampling procedures 12,1 8 3 Reliability and validity of research 13.
1 8 3 1 Reliability 13,1 8 3 2 Validity 13,1 8 4 Limitations of research 14. 1 8 5 Presentation of data 14,1 9 OUTLINE OF STUDY 14. 1 10 SUMMARY AND CONCLUSION 15,CHAPTER 2 PAGE, THE EFFECTIVE FUNCTIONING OF SCHOOL GOVERNING BODIES. A LITERATURE REVIEW,2 1 INTRODUCTION 16, 2 2 HISTORY OF SCHOOL GOVERNING STRUCTURES IN SOUTH. 2 2 1 Introduction 17,2 2 2 Statutory bodies 17,2 2 2 1 School board 17.
2 2 2 2 Local management council 18,2 2 3 Non statutory bodies 19. 2 2 3 1 Parent Teacher Student Associations 19,2 2 3 2 Parent Teacher Associations 21. 2 2 3 3 Parent associations 22,2 2 4 Conclusion 24. 2 3 INTRODUCTION OF SCHOOL GOVERNING BODIES,AFTER DEMOCRATISATION 24. 2 3 1 Introduction 24, 2 3 2 The place of SGBs in democratic governance 25.
2 3 3 Conclusion 26,2 4 REALITIES WITH REGARD TO THE FUNCTIONING OF. SCHOOL GOVERNING BODIES 27,2 4 1 Introduction 27,2 4 2 The election of SGBs 27. 2 4 3 Functions of SGBs 28,2 4 4 Allocated functions of SGBs 31. 2 4 5 Status of minors on SGBs of public schools 32. 2 4 6 School funds and other property of a school 34. 2 4 7 Financial organisation 35, 2 4 8 Annual budget and school fees at public school 36. 2 4 9 Section 21at public schools and funding of non section 21 schools 39. 2 4 10 Financial records and statement of public schools 40. 2 4 11 Withdrawal functions of SGBs 41,2 4 12 Summary 42.
2 5 CONCERNS WITH REGARD TO THE FUNCTIONING OF THE. SCHOOL GOVERNING BODY 43,2 5 1 Introduction 43,2 5 2 Governance in public schools 43. 2 5 3 Governing body serving two or more public schools 46. 2 5 4 Governance and professional management of public school 46. 2 5 5 Enhancement of capacity of governing body 50. 2 5 6 What is needed to enable governors to perform their duties optimally 52. 2 5 7 Summary 53,2 6 CONCLUSION 54,CHAPTER 3 PAGE,RESEARCH DESIGN. 3 1 INTRODUCTION 55,3 2 RESEARCH DESIGN AND AIMS 55. 3 3 RESEARCH APPROACH 55, 3 3 1 Qualitative methodology A theoretical basis 56. 3 3 2 The researcher s stance 58,3 3 3 Disciplined subjectivity 59.
3 4 DATA COLLECTION 60,3 4 1 Observations 61,3 4 1 1 Researcher s role 63. 3 4 2 Interviews 68,3 4 2 1 Purpose of interviews 72. 3 4 2 2 Advantages of interviews 72, 3 5 2 3 Steps in preparing and conducting research interviews 73. 3 5 DOCUMENT OR CONTENT ANALYSIS 77,3 5 1 Primary documents used in the study 79. 3 5 2 Workshops 79,3 6 SAMPLING 80,3 6 1 Selection of informants 81.
3 6 1 1 Locating key informants 82,3 6 1 2 Sample size 83. 3 6 1 3 Gaining access 84,3 6 1 4 Timeframe 84,3 7 TRUST AND RAPPORT 85. 3 8 CONFIDENTIALITY 87,3 9 VALIDITY AND RELIABILITY 88. 3 9 1 Validity 88,3 9 2 Reliability 92,3 9 2 1 Reliability of design 92. 3 9 2 2 Reliability of data collection 93,3 10 DATA ANALYSIS 95.
3 11 LIMITATIONS OF THE STUDY 96,3 12 SUMMARY 97,CHAPTER 4 PAGE. DISCUSSION OF RESEARCH FINDINGS,4 1 INTRODUCTION 98. 4 2 FINDINGS OBTAINED FROM THE OBSERVATION PHASE 98. 4 2 1 Introduction 98,4 2 2 First SGB meeting of school A 100. 4 2 3 Second SGB meeting of school A 101,4 2 4 First SGB meeting of school B 101. 4 2 5 Second SGB meeting of school B 102,4 2 6 First SGB meeting of school C 103.
4 2 7 Second SGB meeting of school C 104,4 2 8 Conclusion 104. 4 3 FINDINGS BASED ON INTERVIEWS WITH SGB MEMBERS 105. 4 3 1 Introduction 105, 4 3 2 Responses from SGB members with regard to elections composition. and membership of SGBs 106,4 3 2 1 Elections 106,4 3 2 2 Composition and membership 107. 4 3 2 3 How SGB members perceive their membership 108. 4 3 2 4 Conclusion 109, 4 3 3 Responses from SGB members with regard to the aims of SGBs. in public schools and the attendance of meetings 109. 4 3 3 1 Aims 109,4 3 3 2 Attendance of meetings 111.
4 3 3 3 Reasons for the non attendance of SGB meetings 112. 4 3 3 4 Inactive SGB members on SGBs 114,4 3 3 5 Conclusion 114. 4 3 4 Responses from SGB members with regard to the training of new. SGB members and commitment of members 115,4 3 4 1 Introduction 115. 4 3 4 2 Training of new members 116,4 3 4 3 Commitment of SGB members 117. 4 3 4 4 Satisfaction and dissatisfaction with SGB training 118. 4 3 4 5 Conclusion 120, 4 3 5 Responses from SGB members regarding how efficiently and effectively. SGBs function 121,4 3 5 1 The efficiency of SGBs 121.
4 3 5 2 The functions of SGBs 122,4 3 5 3 Conclusion 125. 4 3 6 Responses from SGB members with regard to the financial. management of schools 126,4 3 6 1 Budgets 127,4 3 6 2 Accountability 127. 4 3 6 3 Allocated functions of SGBs 128,4 3 6 4 Audited financial statements 129. 4 3 6 5 School fees money generated 129,4 3 6 6 Conclusion 130. 4 3 7 Responses from SGB members with regard to decision making. and communication 130,4 3 7 1 Decision making in schools 130.
4 3 7 2 Communication in schools 131,4 3 7 3 Conclusion 132. 4 3 8 Responses from SGB members with regard to the appointment of. educators 133, 4 3 8 1 Recommendation of educators for appointment by SGBs 133. 4 3 8 2 Procedures for educator appointments 133,4 3 8 3 Conclusion 134. 4 4 FINDINGS BASED ON INTERVIEWS WITH SGB CHAIRPERSONS 134. 4 4 1 Introduction 134, 4 4 2 Responses from SGB chairpersons with regard to the effectiveness. of SGBs 135,4 4 2 1 Communication 135,4 4 2 2 Commitment 135.
4 4 2 3 The role of SGB chairpersons 136,4 4 2 4 The role of principals in SGBs 137. 4 4 2 5 Conclusion 137, 4 4 3 Responses from SGB chairpersons with regard to SGB meetings 138. 4 4 3 1 The role of principals in SGB meetings 138. 4 4 3 2 Mandate from parents 139,4 4 3 3 Changes in education 139. 4 4 3 4 Conclusion 140, 4 4 4 Responses from SGB chairpersons with regard to financial management 140. 4 4 4 1 Financial management 141,4 4 4 2 Training in financial management 141.
4 4 4 3 Self management and the financial means of independent schools 143. 4 4 4 4 The role of principals in financial management 144. 4 4 4 5 Fundraising in schools 145, 4 4 4 6 The role of educators in financial management 146. 4 4 4 7 Conclusion 147, 4 4 5 Responses from SGB chairpersons regarding training 148. 4 4 5 1 Capacity building 148,4 4 5 2 Continuous training 149. 4 4 5 3 The SGBs recommendation of educators for appointment 149. 4 4 5 4 Conclusion 150, 4 4 6 Responses from SGB chairpersons with regard to SGB responsibilities. and other matters 150,4 4 6 1 Conflict management 151.
4 4 6 2 A sense of belonging 151,4 4 6 3 Collaboration 152. 4 4 6 4 Communication 152,4 4 6 5 Advice to new SGB chairpersons 152. 4 4 6 6 Conclusion 153, 4 5 FINDINGS BASED ON INTERVIEWS WITH PRINCIPALS 154. 4 5 1 Introduction 154, 4 5 2 Responses from principals with regard to the election of new members 154. 4 5 2 1 Problems experienced regarding the election of new members 154. 4 5 2 2 Positive aspects regarding newly elected members 155. 4 5 2 3 Conclusion 155, 4 5 3 Responses with regard to the effectiveness of SGBs 156.
4 5 3 1 Effectiveness of SGBs 156,4 5 3 2 Principals support of SGBs 157. 4 5 3 3 Conclusion 158, 4 5 4 Responses with regard to the training of SGB members 158. 4 5 4 1 The role of principals in developmental programmes offered 159. 4 5 4 2 Training to recommend the appointment of educators 160. 4 5 4 3 Conclusion 161, 4 5 5 Responses with regard to the SGB executive committees 162. 4 5 5 1 The role of the executive committees of the SGBs 162. 4 5 5 2 Conclusion 162, 4 5 6 Responses with regard to financial management 163. 4 5 6 1 Principals role in financial management 163. THE EFFECTIVE FUNCTIONING OF A SCHOOL GOVERNING BODY A CASE STUDY IN SELECTED SCHOOLS by ROSINA MAHLANGU submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the subject EDUCATIONAL MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA PROMOTER PROF R J BOTHA NOVEMBER 2008 i ACKNOWLEDGEMENTS I wish to extend my sincere gratitude to the following people and institution

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