Exploring the rural principals’interpretation and compliance with the South African schools act in Uthungulu District
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Date
2017
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Publisher
University of Zululand
Abstract
Schools are institutions that are responsible for children’s education. They are where people exercise their constitutional rights in education and the means for the government to develop its educational goals. This necessitates the presence and existence of clear guidelines, acts and policies of which the South African Schools Act (SASA) is one. All the relevant stakeholders, that is, the learners, educators, parents, professional bodies and other interested parties must conduct themselves in a manner consistent with the Constitution as everything that SASA tries to achieve is within the framework of the Constitution. The rationale of this study therefore is to determine the gap between what SASA determines to be done in schools and what is obtained in schools with special reference to rural schools in UThungulu District. The study aimed at answering the following questions: • How do rural school principals interpret South African Schools Act in Uthungulu District? • To what extent do rural school principals in Uthungulu District comply with South African Schools Act? The researcher used questionnaires to gather data. The study revealed that most rural school principals from Nkandla, Umthonjaneni, Mlalazi and Mfolozi Circuits have knowledge of SASA but some of them are selective in complying with. They had challenges on the implementation of the alternatives to corporal punishment and the process of suspension and expulsion. The study further revealed that most principals believed in having morning assembly where religious observances are practised and daily briefings are given to learners. In view of the findings of the study which indicates that most respondents have knowledge of SASA but have challenges with regard to compliance, the researcher therefore recommends that there must be empowerment programmes for rural school principals regarding the understanding of and compliance with South African Schools Act policies. These must involve empowerment and development of democratic school governing body members on a quarterly basis. Furthermore there should be incentives for school governing body members in order to have ownership of and be accountable for the powers vested in them in the governance of the schools.
Description
A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of a Master of Education in the Department of Educational Planning & Administration
at the University Of Zululand, 2017
Keywords
school legislation --interpretation --South Africa