The nature of participation by the parent component in rural schools governing bodies : a case study of two primary schools in Ntabamhlophe circuit in KwaZulu-Natal.
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Date
2012
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Abstract
Since the establishment of SGBs in 1996, one of the key problems confronting provincial
education departments has been the building of capacity of SGB members. This is more so in the
previously marginalised and disadvantaged school communities. These structures could not claim
to be democratic enough without the necessary skills and knowledge for parent component
members to participate fully in school governance.
The purpose of this study then, was to explore the nature and function of the parent component of
rural School Governing Bodies (SGB) with regard to school governance as stipulated by the
South African Schools Act, 84 of 1996 (SASA). As it is anticipated that members of the SGBs
and the parents in rural area; cannot lead on the governance issues, this study, therefore, hoped to
identify the barriers that the stop parent component from functioning effectively. Hence, social
capital theory was used to measure the imbalances within the SGBs of two Primary Schools in
Ntabamhlophe Circuit which falls under the Estcourt Circuit Management Centre (Estcourt
CMC).
This is a qualitative research study, situated in the interpretive paradigm with the aim of
investigating the nature and functions of the parent component in the rural School Governing
Body in two primary schools in KwaZulu-Natal. The key question with regard to addressing the
investigation also concerns the parent competencies in practicing the policies as stipulated in
SASA. The secondary questions look at how ‘social capital’ impacts on the rural SGBs as well as
dynamics between policy and practise in relation to decision- making.
This in-depth investigation of parental involvement utilised semi-structured interviews,
observation as well as documents to gather data. The research population for each school
constituted the principal, chairperson of the SGB, two parents, two educators and one noneducator.
As the focus was on the parent component: - the age, qualification and experiences with
regard to school governance was highlighted. This does not mean my study was a quantitative one
as well but this would establish the changes that would have added value to the life of these
parents.
The findings revealed that most of the parent components in the SGBs are unemployed and being
unemployed resulted in poor networking with other SGBs of other schools. Illiteracy is one of the
impediments that impacted negatively towards being involved effectively in the governance of
these two schools. The findings further reveal that parents could not adopt and interpret policies
that pertain to finances as well as administering schools’ property, without explanation by the
principals.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
Keywords
Education, Primary--KwaZulu-Natal., School boards--KwaZulu-Natal., School management and organization--KwaZulu-Natal., Educational leadership., Theses--Education.