Dynamics of school-based management in previously disadvantaged schools in South Africa

[摘要] School-based management has become a common global trend within the educationalsphere, with institutional autonomy as the major educational reform. Post-apartheideducation reform in South Africa shows strong decentralisation inclinations in an effortto redress past inequalities and to ensure comparable standards across all schools.During the previous political dispensation, principals in South Africa executed theirduties with virtually sole authority within the dictatorial prescribes of the centralgovernment. They, furthermore, were not obliged to actively involve other stakeholders,such as educators, parents and learners, in school affairs. Decentralisation withineducation reform legislation necessitates that the role of salient stakeholders of schoolsbe redefined to give true meaning to elements of democracy as prescribed by SouthAfrican legislation.This research study is grounded within a theoretical framework that focuses on theconcepts, characteristics, assumptions, theories and processes of school-basedmanagement. In addition, a qualitative research design was employed. The sample waspurposive and consisted of principals and school management team members of threepreviously disadvantaged schools. A thorough study of the status of principals, deputyprincipals and heads of departments was made, as this is articulated in the SouthAfrican legislation and current literature. Three principals and one head of departmentparticipated in individual interviews, and two focus group interviews were alsoconducted with deputy principals and heads of departments of two of the selectedschools. In order to confirm and validate the data that were gathered during theinterviews, a documentary analysis was performed.Various themes and subthemes emerged from the qualitative research, which primarilycentred on the role and impact of stakeholders within a school-based managementstrategy. Possible impediments relating to a previously disadvantaged context wereidentified as well as how schools are managed and, in particular, the management byprincipals and school management teams in these confinements. The role of otherstakeholders, such as district officials, was also expounded upon, as well as how theycurrently assist schools to implement school-based management. The perceptions ofprincipals and school management teams on the current assistance being provided andhow they would like to be assisted were also recorded. Another important aspect thatthe research uncovered was how previously disadvantaged schools frequently excel,despite the shortcomings they may experience.School-based management within a South African context can only work in previouslydisadvantaged schools if current challenges are acknowledged and addressed bypolicymakers. All pertinent school leaders of previously disadvantaged schools, such asprincipals, school management teams and school governing bodies, need to beadequately and regularly trained, based on their unique competencies to enhance asuccessful school-based management strategy in these schools.

[发布机构] University of the Free State