An exploration of financial conscientiousness among School Governing Bodies and School Management Teams and its impact on Boundary Spanning Management on selected Section 21 High Schools in the Eastern Cape Province
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
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