Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Principals' perceptions and experiences of school governing bodies in rural areas
Dissertation (MEd)--University of Pretoria, 2013.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2014
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613677822148608 |
|---|---|
| access_status_str | Open Access |
| author2 | Hartell, Cycil George |
| author_browse | Hartell, Cycil George |
| author_facet | Hartell, Cycil George |
| collection | Thesis |
| dc_rights_str_mv | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/40442 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:57.392Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/40442 Principals' perceptions and experiences of school governing bodies in rural areas Hartell, Cycil George tadladla67@gmail.com Dippenaar, A.J.F. (Hanlie) Dladla, Themba Alexious Schools School Governance School Governing Body School Management Parent members Parent support Principals’ roles School policy UCTD Dissertation (MEd)--University of Pretoria, 2013. The South Africa Schools Act (Act No. 84 of 1996), which came into effect on I January 1996, and the National Education Policy Act (Act No. 21 of 1996), introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, and other members of the community, in the governance of schools. Whilst policy mandates stakeholder participation, this study revealed that in practice parent participation is problematic. The aim of this study was to explore principals’ perceptions and experiences of school governing bodies in three selected rural primary schools in the Nkomazi area, Mpumalanga. A qualitative research approach within the parameters of the interpretivist paradigm was applied. The study utilised a multi-site case study research design focusing on three primary schools in different localities. Document analysis and structured interviews were employed to collect data at the three sites that were purposefully sampled. It was found that principals experienced some parent members of the school governing bodies as having low levels of education and not being able to cope with their roles as stipulated by SASA. Principals revealed that the ignorance and incompetence of parents regarding their roles causes conflict, that they provide insufficient support and do not attend meetings regularly. Principals dominate their parent school governing body (SGB) members, initiate innovations and make decisions without consulting the parents. Parents’ incompetence, insufficient cooperation and poor contribution towards the operation of the school increases the principals' workload and results in principals’ frustration. Principals revealed that they experience difficulties in trusting the parents with confidential matters discussed at SGB meetings. The study found that principals experience less conflict and better cooperation with parent SGB members who are educated. Parents who are able to read the policies have understanding of their roles, support the principals in their respective roles, optimise the operation of the school governing body and alleviate the workload of the principals. gm2014 Early Childhood Education unrestricted 2014-06-27T07:40:32Z 2014-06-27T07:40:32Z 2014-04-10 2013 Dissertation Dladla, TA 2013, Principals' perceptions and experiences of school governing bodies in rural areas, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/40442> E14/4/211/gm http://hdl.handle.net/2263/40442 en © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Schools School Governance School Governing Body School Management Parent members Parent support Principals’ roles School policy UCTD Principals' perceptions and experiences of school governing bodies in rural areas |
| title | Principals' perceptions and experiences of school governing bodies in rural areas |
| title_full | Principals' perceptions and experiences of school governing bodies in rural areas |
| title_fullStr | Principals' perceptions and experiences of school governing bodies in rural areas |
| title_full_unstemmed | Principals' perceptions and experiences of school governing bodies in rural areas |
| title_short | Principals' perceptions and experiences of school governing bodies in rural areas |
| title_sort | principals perceptions and experiences of school governing bodies in rural areas |
| topic | Schools School Governance School Governing Body School Management Parent members Parent support Principals’ roles School policy UCTD |
| url | http://hdl.handle.net/2263/40442 |