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:

Hartell, Cycil [author]

Contributor(s):

Material type: Text

TextSeries: 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:

Click here to access online

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	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

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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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