Educational Planning & Administration

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Browsing Educational Planning & Administration by Author "Chetty, Kistamah"

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    Participative management and the implementation of selected education policy documents in KwaZulu Natal schools
    (1998) Chetty, Kistamah; Ngcongo, R.P.G.
    This study was influenced by the post-democratic ideals for a radical transformation of education systems in South Africa. The various policy documents such as the South African Schools Act (1996), the Labour Relations Act (1995) and the Bill of Rights (1996) that mandate transformation in education systems, aroused interest in the workability and success of implementing these policies in schools. The empirical study, conducted in the Scottburgh District of KwaZulu Natal, attempts to identify gaps between transformatory policy directives that call for stakeholder participation, and management and governance practices within schoois. Data was solicited from a sample population of teachers by means of questionnaires. Both open and close-ended questions were used. The open-ended questions were aimed at verifying the findings that emanated from the quantitative data The observations made by teachers of school management practices, are reported. An analysis is also made of the relationship between the principal and the pupils, the teachers and the governing body. The following are reflected as key findings which emanated from the empirical study * There is a general lack of knowledge by educators and parents about both neu education policy documents that are emerging such as the South African Schools Act (1996). and local school policies that are to be implemented within specific schoois. * While the South African Schools' Act of 1996 calls participation of parents in policy decisions, more than 20% of the educators indicated that parents do not participate in decisions about, among others, the school's constitution, the learners' code of conduct, the admission policy and the school's budget. * Findings from responses to various questions indicate that there is no adequate information-flow between school governing bodies and the staff members. From the findings, it can be concluded that although it cannot be categorically stated that schools are implementing policies participatively by involving parents, learners and educators in the decision-making processes, a significant percentage of schools are incorporating relevant stakeholders in the management and governance of schools. The study concludes with a consideration recommendations which could lead to an improvement of stakeholder participation in the management and governance of schools
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    School management and governance in relation to whole school development
    (2003) Chetty, Kistamah; Ngcongo, R.P.
    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.
University of Zululand