Enhancing Participative Management Practices among Secondary Schools in Patriarchal South Africa

Buthelezi, Alan Bhekisisa; Ajani, Oluwatoyin Ayodele

doi:10.36941/jesr-2022-0132

Cited by 4 publications

(16 citation statements)

References 8 publications

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“…Such meetings could become violent and hence disrupt academic activities in the schools, and the violence sometimes spilled to the host communities. The social inequality created by the apartheid hegemonic government has not been satisfactorily corrected in South Africa (Buthelezi & Ajani, 2022), however, conjectural information arising thereof has resulted in continuous civil disorders with everyone as a victim in the country (irrespective of race).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of public protests on Education system: a case of 2021 political unrest in South Africa

Mahaye

Dlomo

Ajani

2023

IJRBS

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The peaceful environment of South African communities witnessed sudden civil unrest that led to the wanton destruction of public and private properties between 9-17 July 2021. The civil unrest which aggravated on daily basis within this period also culminated in massive looting in both KwaZulu-Natal Province and Gauteng Province. During the disturbances, the protestors looted and set many stores and warehouses ablaze. The turmoil was also extended to some schools, with some private and public schools looted and vandalized. Hence, this article aimed to explore the impact of this unrest on schools and to establish how teaching and learning had been affected in these South African institutions. Therefore, in this systematic review, we analysed the impact of political unrest on the education system in South Africa. 139 schools were affected in Kwazulu-Natal, with six schools razed by fire, 30 damaged, and 95 looted. Thus, a total of 139 schools were affected. However, at the time of this article, the degree of damage in 8 other Schools was unknown. It was noted that, of the six schools set ablaze, four were only slightly damaged and two were entirely destroyed. Furniture and other items such as food items the Schools Nutrition Program and offices were destroyed. Doors, windows, and others were also broken. This indicated that learners would be temporarily relocated from the burnt schools to locations where the government provided temporary classrooms for these schools. Conversely, rebuilding the damaged buildings and replacement of stolen school supplies will cost the Department of Basic Education millions of rands.

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Section: Literature Reviewmentioning

confidence: 99%

Impact of public protests on Education system: a case of 2021 political unrest in South Africa

Mahaye

Dlomo

Ajani

2023

IJRBS

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“…According to Ajani (2021), a significant relationship exists between a country's educational system and the level of development it can achieve. The intricate nature of schools, learners, and other stakeholders within the educational system in South Africa has been acknowledged as a challenging task for school principals, as per the findings of Buthelezi and Ajani (2022). Notwithstanding, educational administrators must formulate efficacious methodologies for school management to augment efficiency and overall academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Transforming school management system using participative management approach in South Africa

Buthelezi,

Ajani

2023

IJRBS

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The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management.

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“…Therefore, the significance of SMTs in cultivating an environment conducive to academic success cannot be underestimated (Mkhabele, 2022). Buthelezi and Ajani (2022) contended that SMTs' decisions and strategies significantly impact school policies, resource allocation, teacher development, and learner support mechanisms. Studying the actions, approaches, and leadership styles of these teams offers valuable insights into tailored effective practices for rural settings, significant research focusses due to ongoing educational disparities between rural and urban areas (Al-Kubaisi et al, 2022).…”

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confidence: 99%

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

Sibuyi,

Segooa,

Molise

et al. 2024

RESSAT

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The purpose of this study was to investigate the challenges faced by SMTs in dealing with poor academic performance in the Mopani-West District of Limpopo Province, South Africa. Studies have indicated that schools in rural areas fail to meet their full potential due to a combination of factors including insufficient instructional resources, shortage of qualified educators, insufficient infrastructure, and poverty and inequality. The study adopted a qualitative approach following an interpretative case study design. Using purposive sampling a total of 18 participants, comprising six principals, six departmental heads, and six learners who met the research criteria were selected. The study sample included one principal, one departmental head, and one learner from each of these six schools in the Mopani-West District. Three schools from the sample were identified as high-performing, while the other three were identified as underperforming. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that resource scarcity in schools significantly hampered the quality of education. Issues such as insufficient teaching materials, a shortage of teachers, and the absence of technology create stark disparities between less and more privileged schools. The study also highlighted the impact of inadequate infrastructure on learning as one of the pressing concerns that compromise quality teaching and learning. Recommendations were made accordingly.

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Enhancing Participative Management Practices among Secondary Schools in Patriarchal South Africa

Cited by 4 publications

References 8 publications

Impact of public protests on Education system: a case of 2021 political unrest in South Africa

Impact of public protests on Education system: a case of 2021 political unrest in South Africa

Transforming school management system using participative management approach in South Africa

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

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