HE DIFFERENCE BETWEEN SCHOOL GOVERNANCE AND SCHOOL MANAGEMENT

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STATEMENT OF PURPOSE

Since the introduction of the South African Schools Act (84 of 1996) reports from school district offices and newspaper reports often refer to relationship problems that exist among school governing body members. Given the recentness of the introduction of the concept of school governance and traditionally held positions of power and authority such initial reaction could beanticipated, but the reasonable expectation is that it would dissipate as the system become part of a new transformed education sector. If such relationship problems continue into the second and third term of school governing bodies, then they may be reflective of deeper lying factors that besiege the system. This study therefore seeks to investigate the scope and nature of the relationship problems among school governing body members in schools. The research will show that contrary to perceptions that the main causes of relationship problems between principals and SGBs are caused by the mixing of roles and functions by principals and SGBs, the high illiteracy rate of SGB members, unethical conduct and struggle for power and seniority among stakeholders, cultural (traditional beliefs), and social and economic (poverty) factors, a high level of absenteeism among educators and learners, and dismissing of classes before time by educators, that the key features of relationships better explain the cause of relationship problems in SGBs.

BACKGROUND

In the past, schools were governed according to the policies and procedures set by the apartheid government. Under apartheid, education in South Africa was divisive as well as racially and ethnically based. School principals were accountable to the Department of Education only for the events that took place in schools. Parents, educators and learners had little or no influence on the running of their schools except in PTSA’s and in Governing Councils.

STATEMENT OF THE PROBLEM

School principals and School Governing Bodies have relationship problems. We are now 10 years into democracy. SGBs are now in their third elections, yet we are still getting reports from principals, educators and parents of dysfunctional relationships in SGBs. This is particularly the case in previously disadvantaged schools that did not have the benefit of being exposed to any form of parental involvement in the governance of schools before 1994. The prominence that these reports often receive in newspapers, they may be blown out of proportion. It is essential to determine the extent to which relationship problems exist in previously disadvantaged schools and to examine the nature of these problems.

THE WORKING ASSUMPTION

Relationships problems between the school principal and the School Governing Body are of such magnitude and destructive nature that their impact is manifested in ineffective teaching and learning in schools. This thesis is based on the assumption that the size and scope of the relationship problems between the school principal and the School Governing Body can be identified and quantified.

CHAPTER 1: INTRODUCTION
1.1 STATEMENT OF PURPOSE
1.2 BACKGROUND
1.3 STATEMENT OF THE PROBLEM 3
1.4 THE WORKING ASSUMPTION
1.5 THE PURPOSE OF THE RESEARCH 3
1.6 RESEARCH METHODS
1.6.1 Quantitative approach 4
1.6.2 Research methods
1.6.2.1 Survey research method
1.6.2.2 Literature review
1.6.2.3 Carrying out the research
1.6.2.3.1 Preparation
1.6.2.3.2 Carrying out the research
1.6.2.3.3 Analysis of data
1.7 DEFINITION OF CONCEPTS
1.7.1 The school principal
1.7.1.1 PAM description of core duties of principal 13
1.7.2 The School Governing Body (SGB)
1.7.3 Relationship
1.8 METHODS OF ANALYSIS
1.9 LIMITATION
1.10 STRUCTURE OF THE THESIS
1.11 CONCLUSION
CHAPTER 2: RELATIONSHIPS IN SCHOOLS
2.1 INTRODUCTION
2.2 PARTNERSHIPS
2.2.1 Educator-learner relationships
2.2.2 Educator-parent relationships
(a) Aspects of parental involvement
2.2.3 Educator-community relationships
2.3 THE KEY FEATURES OF EFFECTIVE RELATIONSHIPS 2
2.3.1 Collaboration
2.3.2 Decision-making
2.3.3 Trust
2.3.4 Communication
2.3.5 Accountability
2.3.6 Volunteering
2.3.7 Primary education
2.3.8 Empowerment
2.3.9 Motivation
2.3.10 Parenting
2.4 CONCLUSION
CHAPTER 3: THE FUNCTIONS OF SCHOOL GOVERNING BODIES
3.1 INTRODUCTION
3.2 THE ORIGIN OF DEMOCRATIC SCHOOL GOVERNANCE AND THE ESTABLISHMENT OF SCHOOL GOVERNING BODIES IN SOUTH AFRICA
3.3 THE AIM OF ESTABLISHING SCHOOL GOVERNING BODIES
3.4 THE DIFFERENCE BETWEEN SCHOOL GOVERNANCE AND SCHOOL MANAGEMENT
3.4.1 Governance
3.4.2 Management
3.4.3 Comparison of governance and management
3.5 THE PRINCIPLES UNDERPINNING GOVERNANCE OF SCHOOLS 42
3.6 THE COMPOSITION OF GOVERNING BODIES
3.7 SCHOOL GOVERNANCE AS A JOINT VENTURE
3.7.1 Partnership with learners
3.7.1.1 Learner responsibilities
3.7.1.2 Rights of the learner
3.7.2 Functions of governing bodies
3.7.2.1 Compulsory functions
3.7.2.2 Discretionary (optional) functions
3.7.2.3 Allocated functions of governing bodies
3.7.2.3.1 Relationship between the SGB and the principal
3.7.3 Partnership with parents
3.7.4 Partnership with non-educators
3.7.5 Partnership with the community
3.7.6 Certain task areas
3.7.6.1 Financial matters
3.7.6.2 Policies
1 Admission policy 56
2 Language policy
3 Religious and conscience policy
4 Code of conduct
5 Curriculum
3.7.7 The SGB’s responsibilities in summary: school attendance, code of conduct, admission, religious observances, age requirements and discipline of learners
3.8 CONCLUSION
CHAPTER 4: THE RELATIONSHIP BETWEEN THE SCHOOL PRINCIPAL AND THE SCHOOL GOVERNING BODY (SGB) AND ITS EFFECTS ON EDUCATORS, LEARNERS, PARENTS, NON-EDUCATORS AND THE COMMUNITY
4.1 INTRODUCTION
4.2 THE POSITION OF THE PRINCIPAL
4.3 THE POSITION OF THE SCHOOL GOVERNING BODY 63
4.4 FUNCTIONS OF PRINCIPALS AND THE SCHOOL GOVERNING BODIES
4.5 SUMMARISED FUNCTIONS OF THE PRINCIPALS AND THE SGBs 6
4.5.1 Principal
4.5.2 School Governing Bodies (SGBs)
4.6 SUPPORT ROLE OF THE PRINCIPAL CONCERNING ACTIVITIES AND OTHER TASK AREAS OF STAKEHOLDERS
4.6.1 Parents and the community
4.6.2 Educators
4.6.3 Non-educators
4.6.4 Learners
4.7 SUPPORTING THE SGB IN CARRYING OUT ITS FUNCTIONS 74
4.7.1 School policy
4.7.2 Finance policy
4.7.3 School development policy
4.7.4 School management policy
4.7.5 Helping the SGBs to understand aspects of their functions 78
4.8 EFFECTS OF THE RELATIONSHIP BETWEEN THE PRINCIPAL AND THE SGBs ON EDUCATORS, PARENTS, NON-EDUCATORS, LEARNERS AND THE COMMUNITY
4.9 CONCLUSION
CHAPTER 5: DATA COLLECTION AND INTERPRETATION
5.1 INTRODUCTION
5.2 DATA COLLECTION AND INTERPRETATION
5.3 DATA
5.3.1 Roles played in SGBs
5.3.2 Biographical data
5.3.2.1 Male or female
5.3.2.2 Experience in the SGB in years
5.3.2.3 Membership of the SGBs
5.3.2.4 Qualifications
5.3.2.5 Training for the role and functions of SGBs
5.3.2.6 Training for the role of learners in SGBs 91
5.3.2.7 Training for the role of educators in SGBs 92
5.3.2.8 Is it important to have a principal in a school? 93
5.3.2.9 Is it important to have a SGB in a school? 94
5.3.2.10 Is the SGB a democratically-elected structure? 94
5.3.2.11 The establishment of the SGB
5.3.2.12 Knowledge of the SA Schools Act
5.3.2.13 On what basis did you become a member of the SGB? 96
5.3.3 Responses to statements regarding the management and governance of schools
5.3.3.1 The school has poor management
5.3.3.2 The SGB must help the principal, educators and other members to perform their functions
5.3.3.3 Educators play no role in school management 99
5.3.3.4 The principal treats parents badly
5.3.3.5 The SGB must support the principal in performing his/her professional functions
5.3.3.6 The SGB need to promote the interest of the school because that function belongs to the Education Department 1
5.3.3.7 Ambiguous rules are found where the SGB and the principal oppose one another 1
5.3.3.8 Parents play no role in the school 102
5.3.3.9 The SGB must always dictate to the principal 102
5.3.3.10 The principal always dictates terms to the SGB 103
5.3.3.11 The principal displays weak leadership 104
5.3.3.12 Poor management by the principal is the cause of a dysfunctional school 1
5.3.3.13 Poor governance is the cause of a dysfunctional school 106
5.3.3.14 Good management occurs where the relationship between the SGB and the principal is cordial 1
5.3.3.15 Parents play no role in the school 107
5.3.3.16 Learners play no role in the school 108
5.3.3.17 The school has an HIV/Aids policy
5.3.3.18 Non-educators play no role in the school 109
5.3.3.19 There is always conflict between the principal and the SGB 110
5.3.3.20 The principal confuses his\her work with the work of the SGB 110
5.3.3.21 The school has harmony regarding working relations 111
5.3.3.22 School funds are misused
5.3.3.23 The principal misuses school funds
5.3.3.24 The SGB and the principal fight over issues during parents’ meetings 11
5.3.3.25 The principal uses the school fees for his/her own gain 114
5.3.3.26 The principal may open a bank account for the school 115
5.3.3.27 Abuse of power is found in a school where the SGB and the principal are not on good terms 1
5.3.3.28 When the principal and the SGB are on good terms there are regulated freedoms 1
5.3.3.29 The principal must always consult the SGB about all school matters 11
5.3.3.30 There is poor communication between the principal and the SGB
5.3.3.31 The principal calls meetings without informing the SGB 118
5.3.3.32 The SGB charges unreasonable school fees 119
5.3.3.33 The SGB calls meetings without consulting the principal 119
5.3.3.34 There is always conflict between the principal and the SGB 120
5.3.3.35 The SGB misuses school funds
5.3.3.36 When the relationship between the principal and the SGB is cordial there is no conflict in the school 1
5.2.3.37 When the principal and the SGB are on good terms there is mutual trust 12
5.3.3.38 Lack of transformation in a school is a result of a poor relationship between the principal and the SGB 1
5.3.3.39 In a school where the principal and the SGB are not on good terms there is always fear
5.3.3.40 The SGB displays weak leadership
5.3.3.41 The school funds are misappropriated for non-educational purposes 12
5.3.3.42 The SGB decides on school fees
5.3.3.43 The principal must decide on school fees 126
5.3.3.44 The SGB must determine times of the school day 126
5.3.3.45 The SGB must manage the day-to-day running of the school 127
5.3.3.46 Educators must determine the times of the school day 128
5.3.3.47 The SGB may purchase textbooks, educational materials or equipment for the school 1
5.3.3.48 The principal dominates the SGB in all affairs 129
5.3.3.49 The principal helps the SGB to carry out its functions 130
5.3.3.50 The principal must support the SBB in carrying out its functions 130
5.4 FACTOR AND ITEM ANALYSIS
5.5 CONCLUSION
CHAPTER 6: SYNTHESIS AND IMPLICATIONS FOR FURTHER RESEARCH
6.1 INTRODUCTION
6.2 SYNTHESIS 135
6.3 THE EDUCATION LAW THEORY CONTRIBUTION OF THIS RESEARCH
6.4 SHORTCOMINGS OF A SINGLE METHOD INVESTIGATION 140
6.5 IMPLICATIONS FOR FURTHER RESEARCH
6.6 RECOMMENDATIONS 141
6.6.1 Focused training
6.6.2 Monitoring of SGB activities and performance 142
6.7 CONCLUSION
BIBLIOGRAPHY