Legislative compliance: exploring the relationship between school governing bodies and school management teams

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dc.contributor.advisorLarey, D. P.en_ZA
dc.contributor.advisorJagessar, V.en_ZA
dc.contributor.authorMalunga, Aaron Beresford Frobisheren_ZA
dc.date.accessioned2024-06-19T13:47:03Z
dc.date.available2024-06-19T13:47:03Z
dc.date.issued2023en_ZA
dc.descriptionDissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2023en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/12623
dc.language.isoen
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectRelationshipen_ZA
dc.subjectlegislative complianceen_ZA
dc.subjectleadershipen_ZA
dc.subjectmanagementen_ZA
dc.subjectgovernanceen_ZA
dc.subjectschool management teamen_ZA
dc.subjectschool governing bodyen_ZA
dc.titleLegislative compliance: exploring the relationship between school governing bodies and school management teamsen_ZA
dc.typeThesis
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