Browsing by Author "Ntshangase, Doctor Mbukeni"

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    School governing bodies from the perspectives of the rural parent governors and school principals in the Vryheid region
    (Stellenbosch : Stellenbosch University, 2002-12) Ntshangase, Doctor Mbukeni; Taylor, D. J. L.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The 1996 South African Schools Act witnessed a growth of local democratic influence on school governance throughout the country. The system of school governance in South Africa has undergone recent changes through this Act which, in effect, ensured that each school had its own governing body and took the first steps to standardise membership to include educators, non-educator staff, learners (in grade 8 or above) and parents. Despite the appropriateness of parental representation, there are still misunderstandings, confusion and conflicts with regard to the role of parent governors in democratic school governance. The rationale behind this study was to reveal both parent governors' and principals' perceptions of the powers and responsibilities allocated by the South African Schools Act of 1996 to each stakeholder group of the SGB. The writer of this study was an educator, resident in Vryheid and with significant firsthand teaching experience in schools in rural and semi-rural areas of the region, as well as experience as a member of an SGB. This experience has made him keenly aware that perceptions play an important role in participative school governance. The purpose of the research was therefore to investigate parent governors' as well as principals' perceptions of their role and responsibilities in democratic school governance. This study followed literature study as well as empirical investigation in revealing parent governors' and principals' perspectives of SGBs. A literature study provided the basis for analysis and clarification of important concepts. Another perspective was gained by an empirical study of a sample of fifteen schools in the rural areas of the Vryheid region. The findings led to the conclusion that SGBs were widely accepted as legitimate and worthwhile structures but there were specific important needs for training and capacitybuilding. The findings also revealed that parents in rural areas appear to find it very difficult to become involved in educational life of schools and are especially reluctant to serve on SGBs. Reasons for this apparent apathy were found to lie in problems of illiteracy and feelings of ignorance and inferiority. These conclusions enabled the researcher to make specific recommendations for improving the role and functioning of SGBs. Recommendations were made for improving the role of parent governors and principals as well as for capacity-building relating to the needs of each stakeholder group. A particular emphasis of these unique needs of rural communities should be met. This was seen as a priority in order to improve education in these historically underdeveloped areas and in so doing promote the growth of democratic school governance in the rural areas of the Vryheid region.