Academic achievement in schools: perspectives of township school managers
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Date
2012-04
Authors
Majola, Ndoyisile Moses
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Apparently, most schools which are situated in townships in South Africa still
show the legacy of apartheid and a struggle for freedom and equality and thus
poor academic performance. However, it is profoundly imperative to indicate
that some township secondary schools in the Bloemfontein area consistently
performed remarkably well over the last five year period (2007-2011) despite
these political challenges.
School academic results are in the forefront of many South Africans and
education officials' minds since every parent wants his or her child to attend a
well performing school. Furthermore, the education officials have to ensure
that all schools perform well and concomitantly with the money allocated to
education by the government. This is why the whole issue of academic
performance is such a critical issue.
The effectiveness or performance of schools is defined in terms of academic
performance of the learners in the Grade 12 examinations. Therefore, the
purpose of this research was to explore the perspectives of township
secondary school managers with regard to academic performance in their
schools. This was done by considering the Grade 12 results in the
Bloemfontein area in the five year period from 2007 to 2011. Moreover, this
research investigated how management and leadership practices contribute
towards excellent academic performance. In pursuance of this investigation,
the researcher consequently formulated the objectives of this study.
A literature study of education leadership and management, the management
tasks and the role school managers have to play in ensuring that academic
achievement is attained was conducted. The purpose of this study was to
establish' how these factors contribute to academic success. School managers
are entrusted with an important responsibility of ensuring that schools operate
effectively and thus enhance academic achievement. Therefore, school
managers should become leaders who inspire creativity and higher levels of
achievement. School managers should regularly motivate and develop
educators by creating opportunities in order for them to grow and to learn
from each other.
The research study was approached from an interpretivist perspective to
establish how the participants perceive academic achievement in their schools.
In the process of data gathering, the qualitative investigation was undertaken
using focus group interviews. The sample comprised of township secondary
school managers in the Bloemfontein area. Emergent themes and categories
were discussed in the data report on the findings of the qualitative
investigation. Participants indicated various factors which are important for
school managers to display and perform in their effort to lead their schools to
effectiveness. It was also evident from the participants that school managers
efficiently utilised both management and leadership skills in their daily school
management tasks. Nevertheless, participants highlighted that school
managers were not adequately empowered in terms of management and
leadership skills and the Integrated Quality Management System (IQMS).
On the basis of the qualitative results and the literature review, the main
findings were interpreted and compared. Based on these findings, guidelines
were proposed. In the light of the suggested guidelines, school managers need
to be aware of the crucial role they play in ensuring that effective management
and leadership are implemented in order to improve academic performance.
Possible areas for further research were identified. It is hoped that the Free
State Department of Education, as well as other provincial education
departments in South Africa will be able to use the proposed guidelines in
developing a training programme for school managers in the education
fraternity.
Description
Keywords
Academic achievement -- South Africa, College teachers -- South Africa, School business administrators -- South Africa, Dissertation (M.Ed. (School of Education Studies))--University of the Free State, 2012