Transforming school management system using participative management approach in South Africa

Buthelezi, Alan B.; Ajani, Oluwatoyin Ayodele

doi:10.20525/ijrbs.v12i6.2708

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…Furthermore, the findings underscore the considerable impact of political figures in SGB elections, where individuals may be strategically utilized to advance political interests (Stier et al, 2018). This not only undermines the credibility of governance structures but also diminishes the autonomy and effectiveness of SGBs in decisionmaking processes (Buthelezi & Ajani, 2023). The politicization of SGBs can give rise to conflicts of interest and impede the pursuit of educational objectives, as stakeholders prioritize political agendas over the needs of students and schools.…”

Section: Discussionmentioning

confidence: 95%

“…Furthermore, the study reveals that political influence extends beyond governance structures to impact the everyday functioning of schools. Teachers and administrators may feel pressured to align with certain political groups to secure their positions or gain favor, which can create a hostile and competitive environment (Buthelezi & Ajani, 2023). This atmosphere of political maneuvering detracts from the primary educational mission of schools and can lead to a decline in morale and professional integrity among staff (Mncwabe & Vilakazi, 2018).…”

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

confidence: 99%

“…It is not uncommon for school governing body (SGB) members to be associated with local, provincial, or national political parties, which can sometimes result in societal politics influencing the school governance structure. This influence has resulted in decision-making being driven by emotions rather than democratic rationality (Mabizela, 2016;Buthelezi & Ajani, 2023). Furthermore, it appears that educational institutions and the Department of Basic Education (DBE) have not yet fully assumed their responsibility to guide SGB parent members regarding their educational responsibilities, ethical conduct, and leadership development (Mncwabe & Vilakazi, 2018;Muremela et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the study addresses the potential for processes to be manipulated to favor specific individuals and the lack of collaboration between principals and parents due to allegiance to different constituencies (Mthembu & Ntombela, 2017). These challenges underscore the need to comprehensively examine the political influences on school governance and their implications for educational outcomes (Ngcobo & Nxele, 2018;Buthelezi & Ajani, 2023).…”

Section: Introductionmentioning

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: Discussionmentioning

confidence: 95%

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

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

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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Challenges confronting rural physical science educators in enhancing Grade 12 Performance

Baloyi,

Muremela,

Makhwanya

et al. 2023

IJRBS

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The quality of Physical Science education in rural South African schools is a matter of significant concern, particularly in the context of the country's development goals aimed at uplifting education standards in these areas and nurturing a more skilled workforce. Physical Science plays a pivotal role in enhancing scientific literacy across the nation. This qualitative study, framed within Vygotsky's sociocultural theory, sought to identify the challenges faced by Physical Science educators in improving Grade 12 results in rural schools in Vuwani. Data were collected through semi-structured interviews and classroom observations involving a purposive selection of ten Physical Science educators from among 49 schools within the district. Thematic analysis was applied to the collected data, yielding insightful interpretations. The findings, primarily from interview responses, reveal that Physical Science educators in Vuwani grapple with various challenges. These challenges encompass resource scarcity, excessive workloads, inadequate support from school management teams (SMT), insufficient training when curricula change, overcrowded classrooms, and suboptimal learning environments. This study underscores the importance of fostering collaborative partnerships between schools, local communities, and business sectors. In particular, it recommends that businesses extend their support to rural schools, addressing infrastructure deficiencies and resource shortages. Such collaborative initiatives between government entities and businesses can enhance the overall quality of education in rural areas, ultimately mitigating the skills deficit and contributing to the nation's socioeconomic development goals.

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Impact of Managing the Supply and Demand for Scarce Skill Subject Teachers on the Quality of Learning and Teaching in Rural Secondary Schools

Matodzi Grace Muremela,

Azwidohwi Phillip Kutame,

Ingrid Sibongile Kapueja

et al. 2023

RS Global - IJITSS

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The study addresses the pressing issue of needing more permanent teachers in critical skills subjects, particularly mathematics and physical science, within rural areas of South Africa's Vhembe District. This shortage of permanent teachers has been adversely affecting the quality of teaching and learning in these rural schools. The primary objective of the research is to investigate the effect of demand and supply management on these scarce skills subject teachers in rural secondary schools, specifically in the Mutale area. To achieve this, the study adopted a quantitative research methodology. This employed surveys through questionnaires for quantitative data. The study targeted a diverse population, including principals, teachers, heads of departments, and managers at district levels. The sampling technique utilised simple random sampling to select participants. Three hundred questionnaires were administered to gather this quantitative data, but 201 respondents returned the questionnaires. The data was analysed using the Statistical Package for the Social Sciences (SPSS). The study's findings reveal the critical effects of managing the supply and demand for teachers in Mathematics and Science, particularly in rural environments. Schools in rural areas struggle to attract Mathematics and Science teachers, and the study recommends restructuring teacher training programmes to motivate teachers to accept positions in rural areas. The study suggests further that offering attractive incentives is crucial to encouraging Mathematics and Science teachers in rural regions. At the same time, school principals should effectively manage the demand and supply of these teachers in rural areas.

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Transforming school management system using participative management approach in South Africa

Cited by 5 publications

References 19 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

Challenges confronting rural physical science educators in enhancing Grade 12 Performance

Impact of Managing the Supply and Demand for Scarce Skill Subject Teachers on the Quality of Learning and Teaching in Rural Secondary Schools

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