Governance model for South African schools based on a case study at West Bank Secondary School
Date
2005-03
Authors
Van Der Rheede, Christo Owen
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
The core business of schools is to develop, implement and sustain an effective and
efficient curriculum delivery process in order to provide quality education to all learners.
External and internal changes though constantly affect the effectiveness and efficiency of
the curriculum delivery process and it is required of schools to adapt and meet the
demands that are required by these external as well as internal changes. Successful
adaptation in an ever-changing environment also depends on how successful a school
transforms itself into a learning organisation, develops conducive learning circumstances
for learners and encourages constant learning by staff members as well.
Research in this respect indicates that principals play a very important role in
transforming schools into learning organisations. Schools as learning organisations are
also recognised as complex organisations, which consist of multiple relationships or
linkages between educators, learners, parents, fellow colleagues, provincial and national
education departments, government, service providers, as well as other stakeholders.
These relationships are never stable, nor predictable and it requires of principals to
monitor, understand and interpret changing circumstances and respond appropriately.
Appropriate responses must reflect our country’s constitutional values, which promote
collaboration and consultation with all stakeholders. It also requires of school principals
to apply a leadership approach, which not only facilitates participation by all
stakeholders, but which focuses on empowerment as well.
Furthermore, the role of principals in leading and managing schools has changed
tremendously and there is a great need to empower principals and school management
teams with facilitatory-and-empowering leadership competencies. Such competencies
will enable them to understand, interpret and manage change in collaboration with other
role-players much more effectively. It will also enhance their ability to effectively lead
and efficiently manage the curriculum delivery process and all other supportive systems,
such as the academic planning, assessment, finance, procurement, maintenance and
human resources systems. Considering the former, this study focuses on the development of a governance model
for schools, which considers schools as complex organisations continuously affected by
change in the external as well as internal environment. Hence, the governance model
provides principals and senior staff members with the understanding how to manage
these changes in terms of principles which are derived from complexity theory.
Complexity theory informs the practice of school leadership coherently and provides
principals with the insight to look at the school educational system as a whole in order to
advance organisational effectiveness continuously. According to complexity theory, no
system is stagnant; it constantly changes, adapts, learns and evolves.
The governance model therefore outlines various facilitatory-and-empowering leadership
approaches which are required to cope in an environment which are continuously
affected by change. It also illustrates the supporting role of effective communication and
sound labour relations in this respect and outlines various management roles, which are
required of the principal to transform schools into learning organisations.
The governance model also focuses in particular on three essential governance processes,
which are applicable to the translation of monetary allocations into appropriate nonpersonnel
resources. These governance processes are budgeting, cost management and
information technology. The last part of the model focuses on the various control
systems for quality assurance purposes, such as whole school evaluation, systemic
evaluation, performance appraisal and risk management.
In conclusion, West Bank secondary school was used as a case study to experiment with
and study the impact of appropriate leadership approaches, management roles,
governance processes and controls. The integration of existing research and practice
knowledge at this institution aims to extend the scope of application of the governance
model to all schools in South Africa and elsewhere in the world.
Description
Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005.
Keywords
Educational leadership -- South Africa -- Western Cape, Educational change -- South Africa, School management and organization -- South Africa -- Western Cape, Dissertations -- Public management and planning, Theses -- Public management and planning