Learner governors' understanding and experiences of their role in school governance.
Loading...
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The advent of democracy introduced a number of policies one which is the South African
Schools Act (SASA) no.84 of 1996 which was aimed at redressing imbalances of past. With
the introduction of SASA, learners were then afforded a space to participate in school
governance. This study explored views held by learner governors from two rural Secondary
Schools in northern KwaZulu-Natal regarding their understanding and experiences of their
role in the School Governing Body. Literature reviewed in this study demonstrated that
learner participation in SGB is still confronted with many challenges even though we are
more than a decade into democracy. This study adopted qualitative research design and case
to explore indepth data from the learner governors. An interpretivist paradigm was used to
collect data about their lived experiences and understanding regarding their role in school
governance. Data was generated through semi structured interviews and observation of SGB
meetings. The study revealed that learner governors did not understand their roles as set out
in the SASA and are not supported by either the Department of Education.
Description
M. Ed. University of KwaZulu-Natal, Pietermaritzburg 2015.
Keywords
School management and organization -- South Africa -- KwaZulu-Natal., School board members -- South Africa -- KwaZulu-Natal., Theses -- Education.