Browsing by Author "Dlomo, Sibongamandla Silindokuhle"

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    Collaborative approach between principals and finance committees of primary schools at Ilembe district
    (University of Zululand, 2022) Dlomo, Sibongamandla Silindokuhle
    This study explored the collaborative leadership method used in iLembe district schools between Principals and the finance committees. The researcher chose four schools in different circuits as the field of investigation. There is a lack of collaboration between the school principals, SGBs and finance committees which has led to the absence of defined roles each party has to play in the school finances and also a lack of accountability. This encourages all parties to avoid penalties for frivolous financial behaviour within the school. The data were collected using interviews in this qualitative study. The target population of this study comprised of 285 primary school principals in the ILembe District, KwaZulu-Natal. This district has four circuits under it, namely Lower Tugela, Ndwedwe, Maphumulo and Stanger.Four schools from Stanger circuit were selected as a sample for this study. In each school 1 principal, 1 SGB member and also 1 finance committee member were participants in the study. The main objectives of the study were to: To ascertain if or how the principals and the finance committees collaboratively contribute to school financial management; to identify the essence and nature of collaboration and its implication between the SGBs and the finance committee, and to provide suggestions based on existing policies to assist the SGBs and the finance committee to develop a collaborative relationship for effective and efficient management of their schools‟ financial resources. The findings revealed that despite all the actions taken to enhance sound financial management in schools, further efforts still require to support schools for good financial accountability. The school principals need adequate and regular support from the SGBs to manage school finance effectively. It was evident from the study that the school principals enjoyed adequate support of their schools‟ SGBs and finance committee members, though the SGBs‟ members lack expertise on financial management. This entails that a collaborative relationship is very important for school financial management. The study was underpinned by the Gidden‟s structuration theory which is about the concept and enquiry of whether single persons or communal impacts are the driving force behind social reality. RSA(1996a) highlighted good accountability of school finance as strategies to enhance learners‟ performance and whole school performance for smooth operation of the school system. Supporting this, Mestry (2004:127) sees financial accountability as referring to giving an account of actions taken and being held accountable for these actions. This could be made possible if challenges facing the principals, the SGBs and finance committees are acknowledged. The researcher recommends that mutual working relations between the SGBs, principals and finance committee members should be encouraged to strengthen the school financial management.
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    Innovative educational practices in the post covid19 era in South African rural schools in pursuit of quality teaching and learning.
    (Caddo Gap Press, 2022-12-05) Dlomo, Sibongamandla Silindokuhle; Ajani, Oluwatoyin Ayodele
    The emergence of the COVID-19 pandemic in the global world, which started in Wuhan, China in December 2019 grounded social activities globally. The school system was severely affected and shut down. Schools all over the world adopted various digital technologies to continue teaching and learning. This study explored changes in teaching and learning, with the influence of ICT in the education system as well as the impact of the COVID-19 pandemic on the education system. Thus, providing insight into the future of teachers’ usage of Information and Communication Technologies (ICT) successfully in South Africa’s public rural schools. The study employed an interpretive qualitative design to collect data from 10 purposively selected rural school principals from the Ilembe District of KwazuluNatal province. Audio-recorded semi-structured interviews were thematically analysed to present and discuss findings for the study. It was established that teachers are prepared to continue using digital learning strategy, artificial intelligence, information management, social interaction, mobile technology, and other measures, which were introduced during COVID-19 for teaching and learning in post-pandemic. The study, therefore, suggests adequate and regular training on online classroom instructional delivery should be designed by the Department of Basic Education, to support teachers, while teachers should also be provided laptops and data bundles.