Participative Decision-making: Perceptions of School Stakeholders in South Africa

Mokoena, Sello

doi:10.1080/09718923.2011.11892962

Cited by 18 publications

(22 citation statements)

References 3 publications

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“…The importance of stakeholder involvement in the inspection process is confirmed by a number of other scholars (Haris et al, 2018;Hooge, Burns, & Wilkoszewski, 2012;Manase & Habibu, 2017;Mokoena, 2011;Pradhan et al, 2012). For example, Haris et al (2018) in a review of related literature revealed that effective supervision develops cooperation between schools and all stakeholders for school quality improvement initiatives.…”

Section: Journal Of Education and Trainingmentioning

confidence: 85%

“…Manase and Habibu (2017) proposed involvement of various stakeholdersworking together to ensure efficient and effective school inspection. In a qualitative inquiry investigating the extent to which rural schools understand, perceive and implement participative decision making in South Africa, Mokoena (2011) posits that participative decision making, though difficult to achieve, is a critical element in school system requiring creation of space for debate and dialogue for all stakeholders to participate sufficiently. Pradhan et al (2012), in a study on improving education quality in Indonesia through enhancing community participation, revealed that the most important factor to improved student learning is the broader involvement of education stakeholders outside the school.…”

Section: Journal Of Education and Trainingmentioning

confidence: 99%

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School Inspection Practices - Evidence from Secondary Schools in Western Uganda

Bagaya

Ezati

Wafula

et al. 2020

JET

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The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.

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Section: Journal Of Education and Trainingmentioning

confidence: 85%

Section: Journal Of Education and Trainingmentioning

confidence: 99%

School Inspection Practices - Evidence from Secondary Schools in Western Uganda

Bagaya

Ezati

Wafula

et al. 2020

JET

View full text Add to dashboard Cite

show abstract

“…Mokoena’s study (2011) also shows that SGBs mostly in township and rural schools consist of illiterate or semi-literate parents. In addition, Mthiyane et al (2014) contend that such SGBs are usually not well conversant with school policies and legislation pertaining to school governance.…”

Section: The Status Of the Teaching Professionmentioning

confidence: 97%

The New Surfacing Image of the Teaching Profession

Zengele

2015

Journal of Asian and African Studies

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Current discourses in education circles are on the professional status of the teaching profession due to teachers’ continued involvement in labour protests. This paper discusses whether teachers may still be considered as professionals or workers. There is an assumption that if formulated policies reflect on alleviating the plight and actual conditions in which teachers work, strikes can be halted resulting in quality teaching and learning in schools. A literature review was conducted to seek solutions to this impasse. It is expected that with insight into the actual teachers’ working conditions by policymakers, barriers that lead to endless labour protests may be alleviated to restore professionalism in teaching.

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“…Teacher leadership was intended as a strategy to democratize schools and to introduce a collaborative approach to school management; it was regarded as a tool that could transform South African schools in the new democratic dispensation (Grant, 2016). The journey towards participatory decision-making in schools, despite its gains, was marred by several challenges, among which were power struggles (Mncube, 2009;Mokoena, 2011). Principals saw themselves "as managers and not as instructional leaders" (Taole, 2013, p. 75).…”

Section: Literature Reviewmentioning

confidence: 99%

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

Munje

Tsakeni²,

Jita³

2020

IJLTER

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The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.

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Participative Decision-making: Perceptions of School Stakeholders in South Africa

Cited by 18 publications

References 3 publications

School Inspection Practices - Evidence from Secondary Schools in Western Uganda

School Inspection Practices - Evidence from Secondary Schools in Western Uganda

The New Surfacing Image of the Teaching Profession

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

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