The role of the learner in the school governing body : perceptions and experiences of principals, educators, parents and learners.
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Date
2007
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Abstract
After democracy was achieved in South Africa, the South African Schools Act no 84
of 1996 required all public secondary schools to have two learners elected to
the school governing body. The question of learner involvement and participation is
still a thorny issue in some schools. The study investigated the experiences and
perceptions of educators, parents and learners, regarding learner participation in
school governance .The study was conducted in four schools in Mpumalanga ward of
Hammarsdale circuit. A total of sixteen participants, four from each school
comprising of four of each of principals, educators, parents and learners were
interviewed. The study adopted the qualitative research design. Qualitative research
design was most suitable to this study because it looked at views of different
stakeholders entailed talking to people with the purpose of getting in depth
information. Semi structured interviews were conducted with all participants. The
main finding was that learner participation in school governance is still a problematic
issue .The findings reveled that there are huge stumbling blocks that make learners
fail to participate effectively in school governance. Democracy has not been achieved
as expected, as it is evidenced by silent voices of learners.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.
Keywords
School management and organization., School boards., Theses--Education.