Views of parent governors’ roles and responsibilities of rural schools in South Africa

Mohapi, Soane Joyce; Netshitangani, Tshilidzi

doi:10.1080/23311886.2018.1537056

Cited by 10 publications

(11 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At grassroots level, there are also various issues that contribute to tensions between principals and SGBs. Research by Mohapi and Netshitangani (2018) indicated that parent governors found it especially difficult to implement the functions of the SGB as articulated in the SASA (RSA, 1996a). Their research points out that some functions of SGBs are dependent on, and influenced by the socio-economic settings of schools and capacity differences of SGBs (Mohapi & Netshitangani, 2018).…”

Section: Additional Grassroots Governance Challengesmentioning

confidence: 99%

The management and governance conundrum in South African public schools: principals’ perspectives

Kruger

Beckmann

Plessis

2022

pie

View full text Add to dashboard Cite

The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a participatory decision-making approach) was activated when the South African Schools Act 84 of 1996 (hereinafter SASA) was implemented in January 1997. Consequently, the principal is no longer the only decision-maker in the school. The principal as the protagonist in school management and governance (implementing SGB policy) is the role-player most affected by the introduction of the participatory decision-making approach. In this article, we discuss principals’ perspectives regarding the shared participatory decision-making approach and the effects thereof on the relationship between the principal and the SGB. In this regard, it is important to note that the perceptions the two parties have of each other are established by the SGB’s encroachment on the professional management functions of the principal and vice versa. The research findings concluded that the relationship between the principal and the SGB is often a relationship characterised by tension, no trust and irrational actions by the SGB. The relationship is further influenced by the functionality or lack of functionality of SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do not adapt to participatory decision-making, and who still implement an assertive autocratic management approach, also contribute to a turbulent relationship.

show abstract

Section: Additional Grassroots Governance Challengesmentioning

confidence: 99%

The management and governance conundrum in South African public schools: principals’ perspectives

Kruger

Beckmann

Plessis

2022

pie

View full text Add to dashboard Cite

show abstract

“…According to the PSC (2015), the NMF ( 2005) and Xaba (2011), some SGBs in rural schools are dysfunctional and challenged in their capacity to govern or engage in governance matters, and they play a limited role in governing schools and executing their powers (Sayed et al, 2020). Research by Mohapi and Netshitangani (2018) suggests that illiteracy amongst the parental component of SGBs limits their effectiveness and the extent to which they can actually govern their schools. Maile (2002) regards the illiteracy among the parent component of SGBs in rural schools as one possible factor which contributes to their inefficiency.…”

Section: Tensions At School Levelmentioning

confidence: 99%

“…As a result, SGBs struggle to govern their schools and to execute their roles, responsibilities and decision-making powers in accordance with the demands of their context. Under these conditions, SGBs opt rather to transfer their decision-making powers to the principal (Mohapi & Netshitangani, 2018). Khuzwayo and Chikoko (2009) deplore this situation and describe parents in SGBs as "very ineffective and [who] play minute roles in discussion-making".…”

Section: Tensions At School Levelmentioning

confidence: 99%

Is Decentralisation a Suitable Response to Improve South African Rural Education?

Teise¹,

Barnett

2021

IJLTER

View full text Add to dashboard Cite

South Africa (SA) has a decentralised education system. It is generally assumed that decentralisation improves the effectiveness and efficiency of education by responding to the needs, values, and expectations of both local and rural communities. A large part of SA could be described as rural and a large number of learners attend rural schools. This makes rural education a significant part of the South African education context. With education being decentralised, and with decentralisation being heralded as the panacea to the problems faced by rural communities as well as rural education, the assumption is that rural education should be of a high quality. This desk-top paper assesses the potential of decentralisation to improve the quality and effectiveness of South African rural education. This it does by locating decentralisation within neoliberalism which this paper argues is the impetus behind the decentralisation of South African education, and the reason for the decline in the quality and effectiveness of rural education. The paper also highlights certain tensions between the various decentralised spheres of governance, namely the central and provincial Departments of Education and school-level governance structures. The paper further indicates how these tensions potentially hamper the effectiveness and efficiency of rural education. The paper concludes with some recommendations aimed at improving rural education.

show abstract

“…On the one hand, there are the dual concerns of literacy and capacity. In the context of historically disadvantaged schools, parents lack the knowledge, skills and required literacy levels for participation (Matshe, 2014; Mestry, 2006; Mohapi and Netshitangani, 2018; Nwosu and Chukwuere, 2017). The incapacity of parents to fulfil the governance functions is frequently used by principals to justify why they often assume the responsibilities of the SGB (Mohapi and Netshitangani, 2018; Xaba, 2011).…”

Section: Parental Roles and Responsibilities On The Sgbmentioning

confidence: 99%

“…In the context of historically disadvantaged schools, parents lack the knowledge, skills and required literacy levels for participation (Matshe, 2014; Mestry, 2006; Mohapi and Netshitangani, 2018; Nwosu and Chukwuere, 2017). The incapacity of parents to fulfil the governance functions is frequently used by principals to justify why they often assume the responsibilities of the SGB (Mohapi and Netshitangani, 2018; Xaba, 2011). In turn, says Xaba (2011: 208), parents blame educators for undermining them and looking down upon them because of their so-called illiteracy.…”

Section: Parental Roles and Responsibilities On The Sgbmentioning

confidence: 99%

Governance in South African schools: Democratic advancement or hindrance?

Davids¹

2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

The introduction of school governing bodies in South African schools has largely been motivated by a democratic discourse of communal participation, belonging and accountability. How this has been interpreted has seemingly been limited to understandings of parental participation in the daily functioning of schools. In turn, research on school governing bodies has focused extensively on two contrasting narratives, underscored by an imbalance of power – that is, either the incapacity of parents to fulfil their mandate, or a dominance of parental involvement, which often undermines the principal’s authority. Very little, if any, attention has been afforded to the role of school governing bodies in relation to democratising and diversifying schools. By paying particular attention to the roles and responsibilities of parents on school governing bodies, this article considers two inter-related questions. Do current practices and actions of school governing bodies promote or hamper the democratising agenda, necessary for the transformation of schools? How can school governing bodies, and specifically parents, contribute to the transformation of schools that extend beyond parochial conceptions of parental involvement?

show abstract

Views of parent governors’ roles and responsibilities of rural schools in South Africa

Cited by 10 publications

References 16 publications

The management and governance conundrum in South African public schools: principals’ perspectives

The management and governance conundrum in South African public schools: principals’ perspectives

Is Decentralisation a Suitable Response to Improve South African Rural Education?

Governance in South African schools: Democratic advancement or hindrance?

Contact Info

Product

Resources

About