The role of school management teams in enhancing learner academic performance

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dc.contributor.advisorChetty, M.K.K.
dc.contributor.authorNdimande, Bhekisigcino Selby.
dc.date.accessioned2012-01-30T09:54:21Z
dc.date.available2012-01-30T09:54:21Z
dc.date.issued2005
dc.descriptionSubmitted in partial fulfilment of a Masters Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2005.en_US
dc.description.abstractThe primary objective of this study was to investigate the impact of School Management Teams (SMTs) on Learner Academic Performance (LAP). To achieve this, a literature review was conducted on relevant strategies that SMTs can adopt to enhance LAP. Furthermore, an empirical research project was launched to test the extent to which these strategies were or could be employed in local schools. The empirical study was conducted by means of a questionnaire-driven survey, administered in the Port Shepstone District. The study revealed that LAP is adversely affected in schools where learners are not part of the decision-making process and where they are not given immediate feedback after their assessment activities. In such cases, opportunities for improve performance were lost. Other key findings of the study suggest that: • Many STMs have not implemented staff development programmes. • Some SMTs have not involved parents in the formulation or implementation of LAP enhancement programmes. • Educators are not fully motivated to enhance LAP. • A general lack of communication between SMTs and the rest of the staff members compromises potential enhancement of LAP. • Some educators are not familiar with the vision of the school and consequently do not realise its goals. • LAP is negatively impacted in schools where there are indications of poor strategic planning. • A lack of non-management educator involvement in curriculum development also negatively impacts LAP. The above shortcomings were compared to recommended and best practices where suggested in research on LAP enhancement. The following suggestions were made in this regard: • The National Department of Education (NDoE) should provide resources for on-going capacity-building. • Parents should be involved in supporting the school to manage learners and learning activities effectively. • SMTs should capitalize on educator strengths, put in place educator development programmes to address areas of weakness and motivate educators to excel in teaching. • SMTs should create and maintain clear channels of communication. • SMTs and educators should develop a shared vision to enhance LAP and this should be communicated to all constituencies in the teaching and learning environment (including parents and the general community in which the school is embedded). • SMTs and educators should engage in strategic planning to enhance LAP. • SMTs should conduct staff training programmes on curriculum development. This study is deemed significant as it exposes, at grassroots level, problems experienced in enhancing LAP and makes practical recommendations on strategies to improve LAP. These recommendations are based on a review of both national and international literature and have precedents of successful implementation here and abroad.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1001
dc.language.isoenen_US
dc.subjectSchool management teams--South Africa--Port Shepstone.en_US
dc.subjectLearner Academic Performanceen_US
dc.subjectAcademic achievementen_US
dc.titleThe role of school management teams in enhancing learner academic performanceen_US
dc.typeThesisen_US
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