The Role of the School Principal in the South African School Governing Body: A Case Study of Various Members’ Perceptions

Botha, R.J.

doi:10.1080/09718923.2012.11893003

Cited by 11 publications

(9 citation statements)

References 15 publications

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“…This indicates that in this school the SGB had relegated the task of managing finances to the school principal as the accounting officer. This corroborates Botha’s (2012) assertion that parents and other stakeholders in the SGB prefer to relinquish their responsibilities to principals and teachers in the belief that professional educators are more familiar with school management issues including finances.…”

Section: Presentation and Discussion Of Datasupporting

confidence: 80%

“…Moreover, financially, the SGBs are entitled to raise funds for the school so as to supplement the school’s allocations; prepare the budgets; manage school funds and assets; manage the financial records and statements; and audit the financial records and statements. Thus, the SGB has to fully administer and manage the school finances (Botha, 2012, p. 263; Uwizeyimana and Moabelo, 2013, p. 111).…”

Section: Introductionmentioning

confidence: 99%

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Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa

Dibete

Potokri

2018

IJEM

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Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted for the study. A sample of 22 participants from six selected no-fee schools was purposefully selected to participate in the study. The participants were principals, SGB chairpersons, SGB treasurers and finance officers. Data were collected through interviews and document analyses and were qualitatively analysed through coding and categorisation. Findings The findings reveal that the perceptions, experience and understanding of SGB members on their financial management roles differ. They lacked the proper knowledge to manage their funds effectively. This lack of knowledge is mainly because of the members’ literacy level and limited training. Originality/value This study offers a novel empirical and theoretical perspective on finance of no-fee schools and SGBs. This research subsequently recommends that rigorous training of chairpersons and treasurers should be done by department officials located in the finance section. Further, training should be conducted in a language that would be understood by the intended recipients.

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Section: Presentation and Discussion Of Datasupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa

Dibete

Potokri

2018

IJEM

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“…Die vernaamste onderskeid tussen die bestuur van die skool (skoolhoof) en die beheer van die skool (skoolbeheerliggaam) is vervat in die feit dat die skoolhoof verantwoordelik is vir die algemene professionele bestuur van die skool en rekenskap aan die skoolbeheerliggaam moet verskaf met betrekking tot die wyse waarop beleid en besluitneming binne die skoolbeheerliggaam tot uitvoering gebring is (Botha 2012;Steyn et al 2017;Steyn & Wolhuter 2008). Kortom is die skoolhoof die professionele bestuurder van die skool en die skoolbeheerliggaam is die regspersoon (statutêre liggaam) van die skool (Departement van Basiese Onderwys 2015;Heystek 2011;Noordwes 2012;Noordwes 2015).…”

Section: Suid-afrikaunclassified

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

Vos

Beer

2022

Tydskr. geesteswet.

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KEY WORDS:Brazilian education system, BRICS countries education system, Indian education system, local education governance, Russian education system, Chinese education system, South African education system TREFWOORDE: Brasiliaanse onderwysstelsel, BRICS-lande-onderwysstelsel, Indiese onderwysstelsel, onderwysbeheer, plaaslike onderwysbeheer, Russiese onderwysstelsel, Chinese onderwysstelsel, Suid-Afrikaanse onderwysstelsel OPSOMMING Die doel van hierdie navorsing is om te bepaal hoe die aard en rol van onderwysbeheer in die vyf BRICS-lande (internasionale organisasie wat bestaan uit Brasilië, Rusland, Indië, China en Suid-Afrika) gebruik kan word om mekaar tot voordeel te strek. Ten einde hierdie doel te bereik, word eerstens bepaal wat die aard en rol van onderwysbeheer op nasionale (makro-), provinsiale (meso-) en plaaslike (mikro-)vlak in die BRICS-lande behels en tweedens word die aard en rol van die onderwysbeheerstrukture van die BRICS-lande met mekaar vergelyk.

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“…Students' Discipline Botha (2012) conducted a study on the roles of the school principals in the school governing entities in South Africa. The study was based on qualitative research approach.…”

Section: School Boards' Challenges In Managingmentioning

confidence: 99%

Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania

Liguluka

Onyango

2020

EAJESS

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The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairpersons of School Boards. Data was collected using questionnaires, interview guides and documents. Data was analyzed through descriptive statistics and thematic approach. The study revealed that although school boards discussed discipline issues in public secondary schools, they did not take any appropriate disciplinary action such as discontinuing students with disciplinary issues, warning or suspend the students. The study recommended that apart from discussing about disciplinary issues, school boards should take appropriate disciplinary actions such as suspending discontinuing and giving warnings to the students with disciplinary issues. It is recommended that the school boards should ensure constant communication with disciplinary committees to maintain students’ discipline in schools. The study further recommended that the government should enhance budgetary allocations to the schools for better effectiveness of discipline management. The Heads of schools and board members should be trained on effective leadership and the parents should be educated on the importance of cooperation in managing students’ discipline in public secondary schools.

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The Role of the School Principal in the South African School Governing Body: A Case Study of Various Members’ Perceptions

Cited by 11 publications

References 15 publications

Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa

Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa

'n Vergelykende ondersoek na die aard en rol van onderwysbeheer in die onderwysstelsels van die BRICS-lande

Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania

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