School of Education Management, Policy, and Comparative Education

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Browsing School of Education Management, Policy, and Comparative Education by Author "Larey, D. P."

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    Exploring the influence of collaborative leadership in ensuring effective school governance in township secondary schools
    (University of the Free State, 2024) Khantsi, Tshediso Keneth; Hamilton, J.; Larey, D. P.
    In this qualitative study, the researcher has explored collaborative leadership as a way of ensuring effective school governance in township secondary schools, thereby helping to improve learner academic performance and discipline. A literature search on national, continental and international sources was conducted on how to the members of school governance can use collaborative leadership strategies to improve the academic performance and discipline in township secondary schools. The study was furthermore grounded in a theoretical framework by David Chrislip and Carl Larson named the Collaborative Leadership Theory. Using thematic analysis, themes were identified, and data were analysed and interpreted through logical reasoning to determine the relationship, trends and patterns of the study in order to bring meaning to a set of data. The findings revealed that, even though the 𝘚𝘰𝘶𝘵𝘩 𝘈𝘧𝘳𝘪𝘤𝘢𝘯 𝘚𝘤𝘩𝘰𝘰𝘭𝘴 𝘈𝘤𝘵 (RSA, 1996) promulgates the participation of parents and learners in the SGB, they participate the least, due to a number of factors. As a result, there is a lack of collaborative leadership. Although this lack of participation is of serious concern, the study found that it has quite a minimum impact on the academic performance of the learners. The study therefore recommends regular training of parents and learners to help improve their participation. The study further recommends the election of learners in lower grades (particularly Grade 10) into the SGB to allow for sufficient time in governance.
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    Legislative compliance: exploring the relationship between school governing bodies and school management teams
    (University of the Free State, 2023) Malunga, Aaron Beresford Frobisher; Larey, D. P.; Jagessar, V.
    This study explores the views of School Governing Bodies (SGBs) and School Management Teams (SMTs) on legislative compliance and how does it contribute towards a relationship between the two. It is stipulated in the South African Schools Act (No. 84 of 1996) (DOE, 2011) that all public schools in South Africa must have democratically elected SGBs. The act was intended to enhance collective decision-making in schools, while the Personnel Administrative Measures (RSA DOE 2022) regulates the responsibilities of SMT members. One of the principles of the National Policy on Whole School Evaluation (RSA DOE 2001) is that all evaluation activities must be characterised by openness and collaboration. In addition to a literature review on the relationship between the SGB and SMT, a research study based on the qualitative research paradigm was performed to collect data on SGB and SMT members and their roles in legislative compliance, and how this regulates the relationship between the two. This study used the interpretivist paradigm to understand the meaning that the SGB and SMT members give to their behaviour relating to this research title. The researcher used a multiple case study and the data was generated through semi structured and focus group interviews, and analysed through thematic analysis. The findings revealed the acknowledgement of these two major school role players (SGB and SMT members), and highlighted the important participatory and deliberative role of the SGB and SMT regarding legislative compliance in schools. There are some limitations on the establishment and enhancement of a relationship between the two role players. This study is concluded by the suggestion that it is important for the SGB and SMT to create the space and opportunity for all members to participate and deliberate on their roles and important pieces of legislation that are linked to the SA Schools Act (No. 84 of 1996) (DOE, 2011). This should ensure compliance and the basic functionality of the school, which is in the best interest of the school and its children, while strengthening the relationship between the SGB and SMT.