- Title
- Assessing the impact of school governance in the Limpopo Department of Education with specific reference to Mankweng and Polokwane circuits
- Creator
- Mothapo, Sentshuhleng Jacob
- Subject
- School management and organization -- South Africa -- Limpopo
- Subject
- Leadership -- South Africa -- Limpopo
- Subject
- Responsibility -- South Africa -- Limpopo
- Subject
- Teacher effectiveness -- South Africa -- Limpopo
- Subject
- School boards -- South Africa -- Limpopo
- Date Issued
- 2011
- Date
- 2011
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD (in Public Administration)
- Identifier
- vital:11663
- Identifier
- http://hdl.handle.net/10353/d1007096
- Identifier
- School management and organization -- South Africa -- Limpopo
- Identifier
- Leadership -- South Africa -- Limpopo
- Identifier
- Responsibility -- South Africa -- Limpopo
- Identifier
- Teacher effectiveness -- South Africa -- Limpopo
- Identifier
- School boards -- South Africa -- Limpopo
- Description
- Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.
- Format
- 225 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management & Commerce
- Language
- English
- Rights
- University of Fort Hare
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