Governance collaboration in schools: the perceptions of principals, parents and educators in rural South Africa

Mohapi, Soane Joyce; Chombo, Stanley C.

doi:10.1080/23311886.2021.1994723

Cited by 5 publications

(7 citation statements)

References 18 publications

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“…Participant SMT2 emphasized a sense of domination by parents within the SGBs, forming political alliances and lacking respect for the teaching profession, particularly among younger parents involved in governance. These discussions highlight a strained relationship between SGBs and School Management Teams (SMTs), consistent with findings by Mohapi and Chombo (2021), who identified challenges in collaboration among principals, parent governors, and teacher governors. These authors attribute the friction to SGBs encroaching on professional matters while diminishing the role of teachers and leveraging political positions and powers, particularly in rural primary schools.…”

Section: Relationship Between Parent and Teacher Governorssupporting

confidence: 72%

“…Furthermore, the findings underscore the challenges faced by teachers in navigating political pressures within the school environment. SMTs may find themselves marginalized or undermined by SGBs that encroach on professional matters and assert political authority (Mohapi & Chombo, 2021). This erosion of professional autonomy can contribute to tensions between SMTs and SGBs, compromising the effectiveness of school management and governance.…”

Section: Discussionmentioning

confidence: 99%

“…However, navigating political dynamics in school management is fraught with challenges, as evidenced by the strained relationships among stakeholders. SGBs may encroach on professional matters, diminishing the authority of School Management Teams (SMTs) and contributing to discord within the educational ecosystem (Mohapi & Chombo, 2021). Moreover, the politicization of educational issues may marginalize certain voices and perspectives, stifling inclusive decisionmaking processes (Zenda, 2021).…”

Section: Impact Of Political Influences On School Management In South...mentioning

confidence: 99%

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Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District

Nyawo,

Buthelezi,

Khumalo

et al. 2024

J. Integr. Elem. Educ.

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This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.

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Section: Relationship Between Parent and Teacher Governorssupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Impact Of Political Influences On School Management In South...mentioning

confidence: 99%

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Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District

Nyawo,

Buthelezi,

Khumalo

et al. 2024

J. Integr. Elem. Educ.

View full text Add to dashboard Cite

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“…The objective of the act is to provide a uniform system for the administration, governance, and funding of public schools. Mohapi, Chombo, and Nur Hamid (2021) suggest that SASA was authorized by legislation as the initial effort to engage communities in school governance, serving both as a means to involve communities and as a framework for school management.…”

Section: Introductionmentioning

confidence: 99%

Financial Management in South African Public Schools: Perspectives From Principals

Schlebusch,

Mokhampanyane

2024

ijed

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Compliance to the law and policies that govern public schools in South Africa is fundamental in ensuring effective and efficient use of school funds. Compliance can mitigate the role confusion between the respective duties of the school principal as the manager of the school and the School Governing Body (SGB). This aim of the study was to identify the gap on compliance from the principals’ point of view. The qualitative design with phenomenological approach was used, and data was collected by means of semi-structured interviews with purposefully sampled principals. The literature and findings reveal that many SGB chairpersons are still profoundly reliant on principals regarding financial decisions and management at schools. This indicates the perpetuation of role confusion where school principals regard themselves as accountable for school funds. Even though financial management challenges in public schools have been researched before, the study found that such challenges still occur and hamper effective financial management by both the principals and SGBs.

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“…Principals should, therefore, prioritize working together cohesively, harnessing the significance of fostering positive relationships, receiving professional support, demonstrating sincerity, and engaging in deliberate personal development. These actions, in turn, contribute to the cultivation of a positive school climate (Mohapi & Chombo, 2021).…”

mentioning

confidence: 99%

Shared University Leadership and Collaborative Work Environment at a Selected University in Tangshan, China

Zhiqi

2023

IJSSHR

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The study examines teacher-respondents' perceptions of the shared University Governance System and its impact on their collaborative work environment in a higher education institution. A quantitative correlational research design was used, with 132 teachers in Tangshan, China, using a structured questionnaire. The results showed an inverse relationship between shared university leadership and collaborative work environment, with an R-value of -.199, suggesting an inverse relationship. However, the significance value was.022, suggesting other factors may also influence perceptions about the collaborative work environment.

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Governance collaboration in schools: the perceptions of principals, parents and educators in rural South Africa

Cited by 5 publications

References 18 publications

Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District

Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District

Financial Management in South African Public Schools: Perspectives From Principals

Shared University Leadership and Collaborative Work Environment at a Selected University in Tangshan, China

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