School management and governance in relation to whole school development
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Date
2003
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Abstract
Wide scale demands for the introduction and management of holistic changes in schools across South Africa have positioned principals in the unprecedented occupational position of transformational leaders who are accountable for renewing schools in accordance with national policy mandates, provincial proclamations and regional edicts. Added to the complex nature of this position, is the imperative to develop mandatory partnerships with the community via school governing bodies. The South African Schools Act No. 108 of 1996 places School Governing Bodies (SGB) in the position of trust to make effective policy decisions and to oversee Whole School Development (WSD) on behalf of their respective communities. Thus, curiosity has been aroused about the effectiveness and efficiency of school managers and governors in developing structures and strategies to facilitate changes for WSD.
A literature study and an empirical investigation were conducted. From the literature reviewed a theoretical framework was provided for the study, which elucidates the policies, philosophy and principles underpinning WSD. Four WSD approaches are discussed. Collectively, these approaches provide a pioneering way in which school managers and governors can promote effective schools.
The empirical study pursues both a quantitative and qualitative investigation into the problem being researched. A case study was conducted in a rural school on the south coast of KwaZuIu-Natal in an attempt to investigate first hand, the roles of the school manager and the school governing body in facilitating WSD. Furthermore, a survey, via questionnaires administered to educators, was conducted in three regions across KwaZuIu-Natal, namely North Durban, Durban South and Port Shepstone to verify findings that emanated from the case study. In the analysis, the above-mentioned research paradigms complement each other. While the scores on the questionnaire provided quantifiable data, the case study provided qualitative, subjective elements such as attitudes, beliefs and values relative to the problem under investigation. Additionally, a t-test, which is a statistical tool, was employed to add significance to the study.
The study reveals that school principals are grappling in their leadership roles to promote WSD. It also reveals that school governors have not fully taken ownership of their powers to support the principal in WSD. The following are reflected as key findings, which emanated from the empirical investigations:
• School principals are grappling in their roles as transformational leaders and have
not significantly transformed their schools from mechanistic organizations to
organic systems.
• The management approach adopted by principals is predominantly task-oriented
thus, hindering holistic developments in schools.
• Teamwork among stakeholders, which is a critical component of WSD, has not
been effectively established.
• Principals have not been effective in developing innovative management
intervention programmes to create a climate conducive to WSD where the
principles of trust, transparency, open communication and a high morale among
stakeholders are nurtured and valued.
• Parents are complacent in their roles as school governors and reflect
ineffectiveness in holding schools accountable for transformation.
The research provides a unique contribution to in terms of highlighting the philosophical as well as generic factors facilitative of WSD. Its major strength lies in its originality whereby WSD is perpetuated as a transformational exercise. 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.
Description
Submitted in accordance with the requirements of the degree of Doctor of Education in the Department of Educational Planning and Administration at the University of Zululand, 2003.
Keywords
School management and organization--South Africa--KwaZulu-Natal.