Doctoral Degrees (Office of the Dean: Education)
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Browsing Doctoral Degrees (Office of the Dean: Education) by Subject "Asset-based approach"
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Item Open Access Improving academic performance in a rural school through the use of an asset-based approach as a management strategy(University of the Free State, 2014-07) Myende, Phumlani Erasmus; Nkoane, M. M.; Hlalele, D. J.English: The aim of this study was to investigate how academic performance in a rural school can be improved using the asset-based approach as a school management strategy. In other words, the study anticipated developing an asset-based approach strategy through which the management in a rural school can improve academic performance. This was done through finding strategies of identifying and mobilising community assets. With this done, the study further sought to find out what the school management can do to set conditions conducive to the utilisation of the asset-based approach within the selected school. The last part of the study focussed on what could be the possible challenges for the approach and how the school management may address such challenges in order to use the approach to improve academic performance. Arguing that the asset-based approach has gained currency and has worked in educational psychology, community development studies, HIV and AIDS research, and economics, this study couched this approach within educational leadership and management and it treats improvement of academic performance as one of the issues school managers have to address in their daily work. The study acknowledges that indeed rural communities are not deficit, but the researcher in the study argues that research that conscietise rural people about the huge roles they can play in improving academic performance through their assets lags behind. The study further responds to the call from the Department of Education that responses to rural education challenges should be multifaceted and bring the rural people to the centre as solutions providers. The study was theoretically located within the critical emancipatory research (CER) and the asset-based approach as frameworks. The intentions were to conscietise and create a space for rural people to know their assets and further work with them in the process of establishing the strategies for using such assets towards improving academic performance in their secondary school. Through CER, there was hope that participants would be empowered by engaging in the research activities and so able to realise the capacities, skills and strengths that were found in the school and its immediate community, thereafter creating ways through which such assets are used meaningfully in the process of improving academic performance. In understanding that CER promoted equity, social justice, transformation, closeness between the participants and the researchers, spaces for dialogue and questioning of unequal power relations in the society and the conventional research approaches, this study adopted participatory research (PR), as deemed relevant to empowering participants and questioning distorted ideologies that have perpetuated deficit thinking amongst the rural people. I worked with a group of participants made up of learners, teachers, SGB members, and the school management team (SMT) members (Principal and three Heads of Department). These participants volunteered to participate but they were also purposively targeted in that they were part of the school and poor academic performance was one of the problems experienced in the school. They were amongst the people affected by the problem being investigated. Not everyone could participate in the study. The school was understaffed and it only had 11 members of the teaching staff, including four members of the SMT. All these four members participated and four post level 1 teachers (PL1) were part of the larger group that participated. As part of the group there were four members of the SGB but they were not always present during research activities. In summary, the study participants included internal members of the school. While other participants were absent during sessions, at least all sessions had 15 or more, including the components mentioned above. Different research activities were used. These included the introduction of the asset-based approach, conducting the school SWOT analysis, doing inventory capacities. After all these activities, DOI and FAI were used to facilitate discussions in order to generate data. The data was analysed using Critical Discourse Analysis. It was found in the study that assets identification and mobilisation is a difficult process in a context where the problems that would be addressed through the assets are not identified. Thus a need to identify problems is argued to be the first step of the asset-based approach, this has been called agenda-setting in this study. It was further found in this study that the SWOT analysis is not just a tool to understand the school in terms of its positive and negative features, but also a useful strategy in identifying the assets of the community. What makes it an acknowledged strategy is that it furthers the process of identifying the weaknesses and the threats towards the school and the assets identified. On understanding what each asset present in the context of the problems to be solved, the study found conducting a list of inventory capacities to be important in understanding what can be gained from all identified assets. The study therefore argues for the identification of assets through the SWOT analysis and to understand each asset’s contributions through conducting inventory capacities. Based on the assets identified, the study presents school-community assets map seen to be relevant towards improving the school in general and academic performance to be specific. While knowing the assets and their different contributions towards improving academic performance is important, the study found that a relevant setting is required to have the asset-based approach utilised as a strategy in general in improving academic performance in particular. In ensuring this setting, a balanced relationship argued for under the asset-map should be created. Adding to this, the study found that the following are relevant in making the school environment suitable for the asset-based approach: Making the school and the community a single entity; (2) empowerment for potential contributors; (3) challenging inferiority and superiority complexities; (4) avoiding “singing a solo” (leading alone) approach. To achieve the above, the study further found that leadership should be invitational and participative in the school. Power imbalances and the “brain drain” challenges are identified as amongst the challenges for the asset-based approach. Given the findings and informed by the data, the study proposes a strategy for using the asset-based approach. The strategy has four cyclical aspects that emerged in the research process and it is hoped that this can enhance the use of the asset-based approach. The study contributes into new knowledge in the form of the challenges to the asset-based approach and a simplified strategy for using this approach. Its limitation is that the strategy was not implemented and it is only based on what the participants identified as what can work in their context. Thus, I recommend action research that will try to put the strategy into practice in order to advance knowledge on its application.