The roles of school management teams in the implementation and monitoring of School-based Pandemic Policies
| dc.contributor.advisor | Plaatjies, B. O. | en_ZA |
| dc.contributor.author | Senoge, Venus Wani | en_ZA |
| dc.date.accessioned | 2025-01-10T13:52:01Z | |
| dc.date.available | 2025-01-10T13:52:01Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Education Management))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | The recent global health crises, particularly HIV/AIDS and COVID-19, have significantly affected educational systems worldwide, compelling the evaluation of policy implementation and monitoring by School Management Teams (SMTs). This study was undertaken to examine the dynamic challenges SMTs face. It aimed to analyse the obstacles and difficulties SMTs encounter, comprehend their roles and duties, and evaluate the effectiveness of their strategies in managing pandemic situations, with the ultimate goal of developing a results-based framework or model to harness and navigate these challenges effectively. The study used qualitative research methodology to focus on SMTs' challenges during pandemics. This approach was instrumental in gaining rich insights into the multifaceted roles and responsibilities of SMTs in crisis scenarios. The key findings from this research revealed that SMTs grappled with significant challenges such as stigma and discrimination, notably around health conditions like HIV/AIDS. There was a marked inadequacy in training for policy implementation, which led to inconsistencies in handling pandemic-related educational disruptions. Moreover, SMTs faced considerable resource constraints, which hindered their ability to implement effective strategies, particularly in adapting to new norms like remote learning. One fundamental discovery of this study was the crucial role of distributed leadership in enhancing policy execution. This approach proved vital in creating a more inclusive, participatory environment within schools, significantly impacting policy effectiveness. The study concluded that managing pandemic policies in the educational system needs a holistic approach. This approach must consider the health implications of a pandemic and its broader social and educational impacts. It showed the necessity of ongoing training for SMT members, proper allocation of resources, and infrastructural improvements to effectively meet the challenges of pandemic management. From these findings, the study recommends developing targeted training programs for SMTs, embracing distributed leadership models, crafting context-specific policies, and strategically investing in digital technologies to bolster educational resilience. Looking ahead, it advocates for extensive longitudinal research to gauge the long-term impacts of these policies and strategies. Such research should also explore the potential and effectiveness of technological integration in managing educational institutions during pandemics, ensuring a more robust and responsive educational system for future challenges. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12958 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | SMTs | en_ZA |
| dc.subject | Distributed leadership | en_ZA |
| dc.subject | Stigma resource allocation | en_ZA |
| dc.subject | Holistic approach | en_ZA |
| dc.title | The roles of school management teams in the implementation and monitoring of School-based Pandemic Policies | en_ZA |
| dc.type | Thesis |