The influence of a changing school environment on school management

• Main Author: Govender, Krishnasami Periasamy
• Other Authors: Van Wyk, Christoffel
• Format: Others
• Language: en
• Published: 2015
• Subjects: School environment; Educational change; School restructuring/reform/transformation; Organisational culture; The curriculum; Outcomes-based education; Educational assessments and Standards; Educator Appraisals; Culture of learning and teaching; The S A Schools Act; Racial tensions; 373.12011; Educational change > South Africa; School management and organization > South Africa; Educational equalization > South Africa; Competency-based education > South Africa
• Online Access: http://hdl.handle.net/10500/16866

South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. === Educational Leadershiup and Management === D. Ed. (Educational Management)