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Introduction and backgroundSouth Africa's per capita income ranks 25 out of the 195 countries surveyed in 2013 (CIA Worldfact Book 2013:1). Similarly, the 2013 budget indicates that the Department of Education gets an allocation of R164 billion which is 5.6% of the GDP and 14.3% of the government expenditure (National Treasury 2013:5). However, the Global Competitiveness report (2012-13:13), which looked at the 12 pillars of competitiveness, show that the quality of primary education in South Africa ranks 132 out of 144 countries. This finding indicates that the scores obtained by South African students on international tests are much lower compared to countries that spends proportionately much less on schooling (Crouch & Fasih 2004:1).More broadly, the statistics released by the Department of Basic Education (2011:40), reveal that the average mark for Grade 3 learners in the Annual National Assessment (ANA) was 35% for literacy and 28% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only 19% for numeracy.These statistics reveal the extent of the problem of low levels of literacy and numeracy, particularly in Mpumalanga. This becomes a challenge especially in the Foundation Phase of private schools, former model C schools, township or rural schools and lastly farm schools (Nkabinde 2013:1). What can be expected of heads of department (HoDs) in addressing this crisis? Along with other contributors, HoDs must be able to perform their roles and responsibilities to ensure that learners progress positively in the Foundation Phase, especially in literacy and numeracy. Background:The Global Competitiveness report shows that the quality of primary education in South Africa ranks 132 out of 144 countries. Statistics released by the Department of Basic Education in South Africa reveal that the average mark for Grade 3 learners in the Annual National Assessment (ANA) was 35% for literacy and 28% for numeracy. Aim:We seek in this article to share the voices of the Foundation Phase heads of departments (HoDs) regarding their motivational roles and responsibilities in learner performance. We also aim to understand their role in tandem with other contributors, as well as all stakeholders in the Department of Basic Education who are responsible for teacher development and curriculum delivery.Setting: Ehlanzeni, Bohlabela, Gert Sibande and Nkangala in Mpumalanga.Methods: A quantitative research approach was used, where questionnaires were distributed to 274 Foundation Phase HoDs in all four districts in Mpumalanga. Results:The findings indicate that HoDs have a moderate perception of their responsibility in motivating learners; moreover, they do not recognise the role of parents as motivators of learners. They seem too busy teaching in their classrooms and lack the time and skill of supervising their subordinates and involving parents in the education tripod. The legislative framework (PAM document), it can be argued, does not allow sufficient time for HoDs to efficiently perform their tasks. Conclusion:R...

This paper explores effective schools with an effective school culture. The researchers worked from the assumption that a positive school culture is essential for school effectiveness and that principals are in a position to exert a greater influence on the school culture than any other member of the school community. In democratic South Africa, black parents who needed good education for their children could not always find it in schools that catered for blacks only. They therefore sent their children to effective suburban schools, which resulted in a large influx of learners from outer areas. Schein's 3-level theory of culture and Zhang's four constructs of culture were used as theoretical lenses for this research. This qualitative study, which employed the photo-voice method, narrative interviews and structured observations, revealed that effective principals adapted to the changing school population and prepared learners, teachers and communities for success against all odds.

Similar to Dickens's Tale of Two Cities, this research study is about a tale of two schools. The first type of school is a dysfunctional school. Dysfunctional schools are schools in a state of chaos (Shipengrower & Conway, 1998). The second school is that of order. The researchers refer to this school as a functional school. In 2003, the functional school in this research project scored a 100% pass rate in the Senior Certificate Examination (SCE), whereas the dysfunctional school scored 57.35%. Dysfunctional schools, known as "failing schools" are usually found in the poorest neighborhood, where children are mostly Black or immigrants who are not proficient in English. One of the casualties of the apartheid era has been the diminishing authority of the school principal. The aim of this research is to investigate the role of the leader in managing a functional school situated in a dysfunctional environment in the Gauteng province of South Africa. The research study is also directed at predicting the characteristics of dysfunctional/functional schools in the Gauteng province of South Africa.

To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.

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One of the more frequently cited cultural dimensions within the field of cultural research is that of cultural strength (Cameron & Ettington, 1998). Early published works on organisational culture argue that there is an absolute need for a "strong" culture for organisations to be effective. This study has examined the contradiction between the strong school culture and academic performance in Mpumalanga Province under the Bantu Education (DET) school system. The aim of the research was to examine the dynamics of school culture strength (measured as values and norms); leadership; and the organisational performance of schools. A quantitative research approach was used. A total of 1130 questionnaires were completed by principals, School Management Team (SMT) members and educators. The findings show that the schools in Mpumalanga had a strong organisational culture, yet their performance was the lowest of all the provinces in South Africa. The paper argues: Mpumalanga schools should deconstruct their original organisational culture paradigms which evolved out of the DET system of education and that they should reconstruct their organisational cultures with renewed energy and enthusiasm for a better educated generation in the future.

Background: Quality early childhood development (ECD) is crucial for protecting children against a multitude of socio-economic challenges such as poor living standards, lack of education, and substandard healthcare. Furthermore, research has revealed that educational resources used at ECD centres enrich the all-round well-being of young children. Despite these findings, the provision of educational resources in the ECD learning environment has received little or no attention at national and local levels.Aim: This study aimed to explore registered ECD centres to understand the available infrastructure resources and how they are used to promote quality early childhood care and education (ECCE).Setting: A sample of eight participants (four ECD centre principals and four practitioners) from four registered ECD centres were purposively selected in suburban and township areas of Pretoria, Gauteng, South Africa.Methods: An interpretative, qualitative multiple case study was used and the Woodhead quality framework for ECD centres was used as a guide for this study. Data were collected through face-to-face semi-structured interviews, non-participant observation and field notes.Results: The findings revealed that practitioners know how the use of learning resources improve young children’s growth and development. However, the township centres have fewer infrastructure resources that promote quality ECCE because of the dire socio-economic conditions of the parents.Conclusion: The lack of modern and age-appropriate play equipment at township registered centres indicated that the (township) practitioners are not able to use such equipment, even though they are aware of their benefits in promoting quality ECCE. Hence, quality ECCE is not equally available. The great equaliser, called ECCE, is merely a smokescreen.