Academic achievement in schools: perspectives of township school managers

[摘要] Apparently, most schools which are situated in townships in South Africa stillshow the legacy of apartheid and a struggle for freedom and equality and thuspoor academic performance. However, it is profoundly imperative to indicatethat some township secondary schools in the Bloemfontein area consistentlyperformed remarkably well over the last five year period (2007-2011) despitethese political challenges.School academic results are in the forefront of many South Africans andeducation officials' minds since every parent wants his or her child to attend awell performing school. Furthermore, the education officials have to ensurethat all schools perform well and concomitantly with the money allocated toeducation by the government. This is why the whole issue of academicperformance is such a critical issue.The effectiveness or performance of schools is defined in terms of academicperformance of the learners in the Grade 12 examinations. Therefore, thepurpose of this research was to explore the perspectives of townshipsecondary school managers with regard to academic performance in theirschools. This was done by considering the Grade 12 results in theBloemfontein area in the five year period from 2007 to 2011. Moreover, thisresearch investigated how management and leadership practices contributetowards excellent academic performance. In pursuance of this investigation,the researcher consequently formulated the objectives of this study.A literature study of education leadership and management, the managementtasks and the role school managers have to play in ensuring that academicachievement is attained was conducted. The purpose of this study was toestablish' how these factors contribute to academic success. School managersare entrusted with an important responsibility of ensuring that schools operateeffectively and thus enhance academic achievement. Therefore, schoolmanagers should become leaders who inspire creativity and higher levels ofachievement. School managers should regularly motivate and developeducators by creating opportunities in order for them to grow and to learnfrom each other.The research study was approached from an interpretivist perspective toestablish how the participants perceive academic achievement in their schools.In the process of data gathering, the qualitative investigation was undertakenusing focus group interviews. The sample comprised of township secondaryschool managers in the Bloemfontein area. Emergent themes and categorieswere discussed in the data report on the findings of the qualitativeinvestigation. Participants indicated various factors which are important forschool managers to display and perform in their effort to lead their schools toeffectiveness. It was also evident from the participants that school managersefficiently utilised both management and leadership skills in their daily schoolmanagement tasks. Nevertheless, participants highlighted that schoolmanagers were not adequately empowered in terms of management andleadership skills and the Integrated Quality Management System (IQMS).On the basis of the qualitative results and the literature review, the mainfindings were interpreted and compared. Based on these findings, guidelineswere proposed. In the light of the suggested guidelines, school managers needto be aware of the crucial role they play in ensuring that effective managementand leadership are implemented in order to improve academic performance.Possible areas for further research were identified. It is hoped that the FreeState Department of Education, as well as other provincial educationdepartments in South Africa will be able to use the proposed guidelines indeveloping a training programme for school managers in the educationfraternity.

[发布机构] University of the Free State