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dc.contributor.advisorNkoane, M. M.
dc.contributor.advisorSebele, N. S.
dc.contributor.authorPhori, John Ranatane
dc.date.accessioned2016-11-22T14:12:10Z
dc.date.available2016-11-22T14:12:10Z
dc.date.issued2016-06
dc.identifier.urihttp://hdl.handle.net/11660/4752
dc.description.abstractEnglish: Of critical importance to this study, is the development of a framework which will harness the challenges of SGB collaborative skills which is informed by the fact that a dearth collaborative capacity of the body was discovered which arised due to eminent governance challenges. Through communicative dialogue with the SGBs, it was discovered that because of poor collaboration within the SGB, with limited school contribution to assist with the persuit of change and the achievement of set and visioned goals; which are needed to enhance school transformation and development, the following research objectives arose: the need for collaboration, identifying the challenges, components, establishing a conducive environment and identifying the success indicators of SGB collaborative ideal. This study was further informed by the research conducted by both Mabovula (2010) and McManus (1996) on SGBs. In both studies the concerns were raised regarding the lack of harmony or absence of collaborative skills among members of the SGB. In the quest to enhance the pivotal essence of collaboration through personal experience in both school leadership and governance, as a former school principal and engagement with the respective SGB involved, the following skills also emerged as lacking to augment collaboration in the body: governance skills, communication skills and conflict management skills. The research adopted the PAR approach, couched in the progressive values and principles advocated by the CER in the discourse of research. The study created space for Free Attitude Interviews (FAI) and workshops which were used to generate data from the participating SGB which allowed crtical and reflective engagements that were latter analyzed by CDA as a research analysis strategy used by the scholar, van Dijk. In the wake of the above, it was alluded that SGBs experienced collaborative apprehension which led to its struggles to excecute its mandate. The following predicaments were found: absence or a lack of sense of accountability and commitment to visioned set goals; the SGB was opertating in an environment with a dearth of sustainable learning environment for collabotative school governance; a lack of unity and solidarity amongst members; negative sentiments regarding feminism trends which are informed by partriachy and the general insensitivity towards democratic principles advancing the adaptation of progressive social justice. The framework envisaged above all, to encompass critical elements with collaborative values as underpinned by SASA and the Constitutional imperatives (1996) to advance the expedition for Ubuntu.en_ZA
dc.description.abstractAfrikaans: Van kritiese belang vir hierdie studie is die ontwikkeling van raamwerk wat die uitdagings harnas van die Skoolbeheerliggaam se samewerkende bekwaamheid. Dit word ingelig deur ‘n gebrek aan samewerkende kapasiteit weens gebrekkige vermaarde regeringsuitdagings. Met behulp van mededeelsame dialoog met skoolbeheerliggame, is daar ontdek dat daar gebrekkige samewerking onder die skoolbeheerliggame is met beperkte bydrae van die skole se kant af om verandering te weeg te bring en om voorafgestelde en voorafgestelde opvattings te bereik. Hierdie tekortkominge beinvloed skool transformasie en ontwikkeling wat moet plaasvind in belang van die volgende navorsingsobjektiewe: die nodigheid vir samewerking, uitdagins, bevorderlike omgewings en die suksesaanwysers van die samewerkende skoolbeheerliggaam ideaal. Hierdie studie word vêrder ingelig deur navorsing wat deur beide Mabobula (2010) sowel as McManus (1996) uitgevoer is aangaande skoolbeheerliggame. In beide studies is die bekommernis aangevoer ten opsigte van die gebrek aan harmonie en afwesigheid van samewerkende bekwaamheid onder lede van die skoolbeheerliggaam. In die strewe na die verryking van die vernaamste kern van samewerking deur persoonlike ondervinding in beide skool leierskap en en bestuur as ‘n voormalige skoolhoof en verbintenis met die onderskeie skoolbeheerliggame hierby betrokke, het die volgende vaardighede ook aan die lig gekom om samewerking te augmenteer in die liggaam: bestuursvaardighede, kommunikasie vaardighede en konflikhanteringsvaardighede. Met die navorsing is ‘n deelnemende aksienavorsings aanslag geneem wat gesetel is in die progressiewe waardes en beginsels wat deur kritiese vrywaringsnavorsing gesteun word in die diskoers van die navorsing. Hierdie studie het die ruimte geskep vir Vrysieningsonderhoude sowel as werkswinkels wat gebruik is om data te genereer van die deelnemde skoolbeheerliggame wat daartoe gelei het dat kritiese en nadenkende verbintenisse later geanaliseër kon word deur Kritiese Diskoers Analise as ‘n navorsings analise strategie soos deur Van Dijk. As gevolg van die bogenoemde en die die skoolbeheerliggaam se vrese en teënsin om sy mandaat te voltrek, is die volgende onthullings blootgelê: die afwesigheid of gebrek aan verantwoordingdoening en toegewydheid om doele vooraf te stel, die skoolbeheerliggam wat funksioneer in ‘n gebrekkige omgewing van volhoubare leersomgewing wat bydrae tot kollektiewe bestuur, gebrek aaneensgesindheid en samehorigheid, negatiewe sentimente oor feministiese tendense wat ingelig word deur patriargie en die algemene ongevoeligheid in die rigting van demokratiese beginsels wat die aanpassing en vordering van progressiewe sosiale geregtigheid aanvoer. Die raamwerk het bowenal voorsien dat kritiese elemente met samewerkende waardes soos deur SASA en die konstitusionele opdragte (1996) onderstreep word, die vooruitgang van Ubuntu bevorder.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectSGBen_ZA
dc.subjectCollaboration skillsen_ZA
dc.subjectSocial justiceen_ZA
dc.subjectDemocratic citizenshipen_ZA
dc.subjectUbuntuen_ZA
dc.subjectSustainable learning environmenten_ZA
dc.subjectThesis (Ph.D. (School of Education Studies))--University of the Free State, 2016en_ZA
dc.titleEnhancing collaborative skills among members of the school governing bodyen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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