Dynamics of school-based management in previously disadvantaged schools in South Africa
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Date
2018-06
Authors
Horne, Johann Nico
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
School-based management has become a common global trend within the educational
sphere, with institutional autonomy as the major educational reform. Post-apartheid
education reform in South Africa shows strong decentralisation inclinations in an effort
to redress past inequalities and to ensure comparable standards across all schools.
During the previous political dispensation, principals in South Africa executed their
duties with virtually sole authority within the dictatorial prescribes of the central
government. They, furthermore, were not obliged to actively involve other stakeholders,
such as educators, parents and learners, in school affairs. Decentralisation within
education reform legislation necessitates that the role of salient stakeholders of schools
be redefined to give true meaning to elements of democracy as prescribed by South
African legislation.
This research study is grounded within a theoretical framework that focuses on the
concepts, characteristics, assumptions, theories and processes of school-based
management. In addition, a qualitative research design was employed. The sample was
purposive and consisted of principals and school management team members of three
previously disadvantaged schools. A thorough study of the status of principals, deputy
principals and heads of departments was made, as this is articulated in the South
African legislation and current literature. Three principals and one head of department
participated in individual interviews, and two focus group interviews were also
conducted with deputy principals and heads of departments of two of the selected
schools. In order to confirm and validate the data that were gathered during the
interviews, a documentary analysis was performed.
Various themes and subthemes emerged from the qualitative research, which primarily
centred on the role and impact of stakeholders within a school-based management
strategy. Possible impediments relating to a previously disadvantaged context were
identified as well as how schools are managed and, in particular, the management by
principals and school management teams in these confinements. The role of other
stakeholders, such as district officials, was also expounded upon, as well as how they
currently assist schools to implement school-based management. The perceptions of
principals and school management teams on the current assistance being provided and
how they would like to be assisted were also recorded. Another important aspect that
the research uncovered was how previously disadvantaged schools frequently excel,
despite the shortcomings they may experience.
School-based management within a South African context can only work in previously
disadvantaged schools if current challenges are acknowledged and addressed by
policymakers. All pertinent school leaders of previously disadvantaged schools, such as
principals, school management teams and school governing bodies, need to be
adequately and regularly trained, based on their unique competencies to enhance a
successful school-based management strategy in these schools.
Description
Keywords
School-based management (SBM), Educational reform, Previously disadvantaged school, Principal, School management, School governance, School management team (SMT), School governing body (SGB), Decision-making, Dissertation (M.Ed. (Education Management and Leadership))--University of the Free State, 2018