The role of teachers in the decision making processes that relate to school financial management in the Pinetown district primary schools.
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Date
2011
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Abstract
The promulgation into law of the South African Schools Act (SASA) in 1996 ushered a new era in
South African school management and governance. Informed by a number of values such as
accountability, transparency and participation that permeate the new South African Constitution, the
SASA has decentralised certain powers to the local stakeholders at school level. It meant that
teachers, principals, parents and learners (in high schools) can work together towards a common
vision for the school. The School Governing Body was installed as the powerful legal structure.
Teachers, as one of the important stakeholders, are represented in the SGB and can participate in
school decision making processes. Teachers are important stakeholder because they are the ones who
are at the critical level since they deal directly with the learners. Their participation inside and outside
the SGB is important.
Given the above background, a case study of two primary schools was conducted. The two schools
were sampled using the convenience and purposive sampling methods. Semi-structured interviews
and document analysis were used to gather data. Four teachers, two from each school were
interviewed. Semi-structured interviews were deemed appropriate for this study because they give the
researcher an opportunity to ask follow-up questions. This study documented teachers narratives
about their experiences regarding their participation in the decision-making processes that relate to
school financial management. Through teachers’ narratives, the factors that hindered or promoted
their participation were also explored.
The findings indicated that teacher participation in school financial decision making did exist in the
case study schools but was minimal. Teacher participation seemed to be more confined to the
operational decision such as making a list of classroom needs that should be part of the school
budget. However, teachers were found not to be involved in strategic decisions where decisions on
issues such as setting financial goals of the school were made. It was also found that, despite their
minimal involvement, teachers were satisfied with the role that they were playing in the school
financial decision making processes.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
Keywords
Teacher participation in administration--KwaZulu-Natal--Pinetown., Education, Primary--KwaZulu-Natal--Pinetown., Theses--Education.