A qualitative analysis of facilities maintenance — a school governance function in South Africa

Xaba, Mgadla Isaac

doi:10.15700/saje.v32n2a548

Cited by 21 publications

(14 citation statements)

References 6 publications

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“…The principal's role also includes ensuring the best possible resource achievement, allocation and evaluation, and the security of the site and property. Xaba (2012) adds that such processes are required to ensure that teaching and learning are of high quality, whatever the context. This links to the growing attention to instructional leadership, and the effective use of all educators through distributed leadership (Bush & Glover, 2016).…”

Section: The Role Of the School Principalmentioning

confidence: 99%

Research on school leadership in South Africa: A systematic review

Bush¹,

Glover²

2021

Systematic Reviews of Research in Basic Education in South Africa

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Section: The Role Of the School Principalmentioning

confidence: 99%

Research on school leadership in South Africa: A systematic review

Bush¹,

Glover²

2021

Systematic Reviews of Research in Basic Education in South Africa

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“…Xaba (2012) adds that such processes are required to ensure that teaching and learning are of high quality, whatever the context. As we shall see later, this links to the growing attention to instructional leadership, and the effective use of all educators through distributed leadership.…”

Section: Methodsmentioning

confidence: 99%

School leadership and management in South Africa

Bush

Glover

2016

International Journal of Educational Management

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The criteria for inclusion were that the papers focused centrally on leadership or management in the South African schools' context. The abstracts were assessed against this general criterion and also to establish whether and how they fitted the structure of the ACE programme. More specific criteria for inclusion were:Material based on leadership practice.Using empirical sources wherever possible and avoiding normative material.Avoiding purely descriptive material and drawing on papers which offered reflection, conceptual development and examples to inform policy and practice.Material that relates practice in South Africa to conceptual frameworks developed in other (predominantly Western) contexts.

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“…All nine observational studies identified weak accountability and information sharing mechanisms as critical barriers to sustainable service delivery [22][23][24][25][26][27][29][30][31]. We define accountability mechanisms as measures that confront individuals with meaningful consequences for their choices and behaviors.…”

Section: Observational Studiesmentioning

confidence: 99%

“…Six of the nine observational studies identified reliable financial resources for operations and maintenance as a necessary component of sustainable WASH service delivery [22][23][24][25][26]31]. However, many authors observed that information and accountability barriers persisted even when schools had adequate resources, resulting in unsustainable outcomes.…”

Section: Plos Onementioning

confidence: 99%

Necessary conditions for sustainable water and sanitation service delivery in schools: A systematic review

Patel

Hornsby

et al. 2022

PLoS ONE

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Access to water, sanitation, and hygiene (WASH) services confers significant health and economic benefits, especially for children, but only if those services can be delivered on a consistent basis. The challenge of sustainable, school-based WASH service delivery has been widely documented, particularly in resource-constrained contexts. We conducted a systematic review of published research that identifies drivers of, or tests solutions to, this challenge within low- and middle-income countries (PROSPERO 2020 CRD42020199163). Authors in the first group employ cross-sectional research designs and interrogate previously implemented school WASH interventions. Most conclude that dysfunctional accountability and information sharing mechanisms drive school WASH service delivery failures. By contrast, most of the interventions developed and tested experimentally by authors in the second group focus on increasing the financial and material resources available to schools for WASH service delivery. Overall, these authors find negligible impact of such infusions of cash, infrastructure, and supplies across a variety of sustainability outcome metrics. Taken together, the evidence suggests that sustainable service delivery depends on three simultaneously necessary components: resources, information, and accountability. Drawing upon theory and evidence from social psychology, public management, and political science, we identify priority knowledge gaps that can meaningfully improve the design of effective interventions. We also highlight the importance of both interdisciplinary collaboration and local expertise in designing WASH programming that aligns with sociocultural and institutional norms, and is thus more likely to generate sustainable impact.

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A qualitative analysis of facilities maintenance — a school governance function in South Africa

Cited by 21 publications

References 6 publications

Research on school leadership in South Africa: A systematic review

Research on school leadership in South Africa: A systematic review

School leadership and management in South Africa

Necessary conditions for sustainable water and sanitation service delivery in schools: A systematic review

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