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Principals’ perceptions and experiences of the role parents play in school governing bodies in rural areas created by Cycil Hartell, Hanlie Dippenaar, Melanie Moen and Themba Dladla

By: Contributor(s): Material type: TextTextSeries: Africa Education Review ; Volume 13, number 1,Pretoria UNISA Press and Routledge 2016Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 18146627
Subject(s): Online resources: Summary: This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.
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Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L81.A33 AFR (Browse shelf(Opens below)) Vol.13, No.1, pages 120-134 SP25503 Not for loan For in-house use only

This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.

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