A professional development framework to empower the school management team in financial management

[摘要] English: The aim of the study was to design a professional development framework to empower the school management team in financial management. In order to achieve this, the following specific objectives were devised to guide the study: �?To demonstrate the challenges and justify the need to develop a framework for the professional development of school management teams in financial management. �?To outline the possible solutions to the challenges faced by school management teams in financial management. �?To discuss the conditions conducive to the implementation of the framework. �?To delineate the possible threats that may hinder the implementation of a framework. �?To demonstrate the possible successes associated with the implementation of the professional development framework to empower school management teams in financial management. The reviewed literature revealed that while the school governing bodies have an ultimate responsibility for the management of school finances, they play a minimal role and delegate the daily operational financial management activities to school management teams. As a result, the school management team has a responsibility of maintaining and managing school finances. However, some school management team members do not understand how a budget is drafted or even how financial reports are prepared due to a lack of knowledge and skills in financial management. Others have little knowledge of the South African Schools Act and the Public Finance Management Act. In some cases, the school management team and the school governing body are not working collaboratively because they do not know their roles and responsibilities in relation to the management of funds. These challenges are due to the fact that they are appointed on the basis of teaching experience and academic and professional qualifications, but knowledge of financial management is not a prerequisite. They are often provided with a one-off unaccredited and inadequate induction workshop; thereafter, their development is not monitored. This is a design research that seeks to find a practical and effective framework that will empower the school management team with the necessary financial management skills and knowledge to manage school funds. This study expects to have a practical framework that will serve as a guide to empower school management teams to establish financial competencies and become better skilled financial managers. A total of 12 co-researchers were purposefully selected from two schools and a district office. The researcher worked collaboratively with co-researchers in order to find solutions to the challenges facing the school management teams in financial management. The theoretical framework adopted to underpin this study is social constructionism, which affirms that knowledge is constructed by humans through social interactions. The data were generated through discussion and information-sharing meetings between the researcher and co-researchers. In order to design a professional development framework, social constructionism was used concurrently with participatory action research as they both aim to promote learning, thus, to empower and to change. Participatory action research was used as it is emancipatory and works with real challenges to bring about change in the community. The data generated were analysed by means of critical discourse analysis, using textual, discursive and social analysis. Consequently, the co-researchers constructed a framework, implemented and reflected on it and improved and shared the transformation that took place during the process.

[发布机构] University of the Free State