Empowering school-based management through decentralised financial control

Marishane, Ramodikoe Nylon; Botha, R.J.

doi:10.1080/18146620408566272

Cited by 10 publications

(4 citation statements)

References 2 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These plans should be shared with the PED and form one of the criteria for state allocations to schools (Marishane & Botha, 2004). The inability of school principals in this study to deal with natural infrastructure management in the event of natural disasters shows their need not only for training in disaster management, but also for having plans in place for dealing with challenges resulting from such situations.…”

Section: School Infrastructural Needs Should Be Included In School Stmentioning

confidence: 99%

Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Marishane

2013

IJEPL

View full text Add to dashboard Cite

This study examines the management of school infrastructure in the context of the "no-fee schools" policy introduced in the South African education delivery system. Focusing on four rural schools, the study applied a qualitative method, which involved observation of infrastructure conditions prevailing at four selected schools and in-depth interviews held with their principals. The study has found that though the no-fee policy has come to relieve poor parents of the burden of paying school fees, it does not help schools in addressing their infrastructural challenges.

show abstract

Section: School Infrastructural Needs Should Be Included In School Stmentioning

confidence: 99%

Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Marishane

2013

IJEPL

View full text Add to dashboard Cite

show abstract

“…School management and leadership are two ways of defining an organisation, with management focusing on resource allocation and leadership on mission, direction, and inspiration. A school principal must be both leader and a manager (Marishane & Botha, 2011). Leadership is an intentional power mechanism that guides, empowers, inspires individuals and creates new paths to improve organisations (Vrba, 2022).…”

Section: Source: Compiled By the Authorsmentioning

confidence: 99%

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

Kambi Masha,

Bwowe,

Nikisi

2023

BEL

View full text Add to dashboard Cite

Educators play a crucial role in youth preparation, education, work, and life. They manage classroom environments, engage learners, and act as leaders. The public education system in South Africa is facing a crisis, with private family business schools (PFBSs) emerging. Educators in South Africa face challenges in youth preparation, education, work, and life, requiring a healthy leadership environment to manage classroom environments and engage learners. Thus, a healthy leadership environment is essential for educators to feel involved in their work. However, low employee engagement levels can lead to economic challenges such as unemployment, poverty, and inequality, exacerbated by illiteracy. This paper summarises the arguments and counterarguments within the scientific discussion on the issue of the significance of apt leadership for employee engagement. The aim of the paper was to examine the extent to which leadership predicts levels of engagement of educators in private family business schools. The relevance of this scientific study is that it gives key information to leaders in private family business schools on how leadership is paramount for educators to be engaged. The investigation of the topic in this study is carried out in the following logical sequence: Introduction, literature review, methodology, data analysis and results, discussion, recommendations, conclusion, limitations, future research, acknowledgements and research funding and references. The study followed an explanatory, non-experimental research design using a positivist research paradigm and approached this study from a unique axiology, ontology, epistemology, technique, and rhetorical stance that set the tone for ontological, epistemological, methodological, axiological, and rhetorical positions. Using a census sampling technique, data was collected using structured, self-administered, emailed, and drop-off questionnaires. This study’s hypothesis was tested using appropriate inferential statistics. Non-parametric analysis techniques were used to test the research hypothesis. The research empirically confirms and theoretically proves that leadership predicts engagement levels of educators in PFBSs. The results of the study can be helpful to leaders in private family business schools in the Eastern Cape Province, South Africa and other regions of the world.

show abstract

“…Many local studies explored the functions of SGBs and how they ought to manage school finances Marishane & Botha, 2004). Some studies revealed robust conflicts between SMTs and SGBs (Dwangu & Mahlangu, 2021;Basson & Mestry, 2019), and yet, what is not specifically researched is the oversight functions of SGBs in managing school budgets.…”

Section: King and Mestrymentioning

confidence: 99%

“…The findings of local research studies reflect that SGBs lack the requisite knowledge and skills to design operational budgets (Dlomo et al, 2022;Dwangu & Mahlangu, 2021;Dibete & Potokri, 2017;Marishane & Botha, 2004). Since 1994 there have been numerous media reports, forensic audits and disciplinary hearings implicating school managers and governors of mismanaging school funds.…”

Section: Introduction and Background To The Problemmentioning

confidence: 99%

The oversight functions of school governing bodies in the management of budgets

King,

Mestry

2023

pie

View full text Add to dashboard Cite

The South African Schools Act, No. 84 of 1996 (RSA, 1996) heralded a shift in decision-making powers through decentralising school governance from the state to local communities. One of the primary functions of school governing bodies (SGBs) is to manage school finances. It is imperative for SGBs to design and implement irrefutable finance policies that clearly and unambiguously spell out specific structures and processes by applying relevant legislation and regulations enforced by the Ministry of Education. Using a generic qualitative approach within an interpretivist paradigm, this paper accentuates the oversight functions of SGBs to manage budgets effectively and efficiently. This research was grounded in a social constructivist paradigm and data were collected by way of semi-structured interviews and document analysis. Findings revealed that many SGBs place very little importance on the oversight functions of budgets which usually result in the mismanagement of school funds. This is reflected in poor finance policy formulation and implementation, and the absence of operational mechanisms (e.g. budget variance analysis) to curb wasteful and fruitless expenditure. Furthermore, challenges associated with the non-compliance of a finance policy and the failure of SGBs to take timely corrective action exasperate the problems of poor financial management.

show abstract

Empowering school-based management through decentralised financial control

Cited by 10 publications

References 2 publications

Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Management of School Infrastructure in the Context of a No-Fee Schools Policy in Rural South African Schools: Lessons from the Field

Engagement of Educators in Private Family Business Schools: The Role of a Healthy Leadership Environment

The oversight functions of school governing bodies in the management of budgets

Contact Info

Product

Resources

About