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All Journal International Journal of Humanities Education and Social Sciences Edukasiana: Jurnal Inovasi Pendidikan
Tomose, Zimisele Raymond
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategies used by Rural Secondary School Governing Bodies to Enhance the Quality of Education Tomose, Zimisele Raymond; Mavuso, Mzuyanda Percival; Olawumi, Kayode Babatunde
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i1.969

Abstract

This study explored the strategies employed by School Governing Bodies (SGBs) to enhance the quality of education in three selected secondary schools in the Eastern Cape Province, South Africa. Despite some improvement in Grade 12 results within the province, a downward trend was observed until 2016, raising concerns given that SGBs are legally mandated to improve educational quality. This qualitative research employed semi-structured interviews to gather data from twenty-two participants, including eighteen SGB members, two school principals, and two Education Development Officers (EDOs). The study applied Governance Theory as a framework to investigate the strategies used by SGBs to promote educational quality in their schools. The findings revealed that while SGB members were often inadequately trained for their governance roles, some employed strategies such as goal-sharing, fostering a common purpose, and engaging the community to improve education. However, the study also highlighted divergent views, with some participants questioning whether SGBs had any concrete strategies to enhance educational quality. Based on these findings, the study recommends the development of clear guidelines to assist SGBs in formulating effective strategies to improve the quality of education in schools. This paper will contribute to the body of existing knowledge, practice, and policy development to enhance the performance of the SGB to enhance the quality of education in South Africa.
Inhibitors for the provision of quality education in the selected rural secondary schools from school governance perspective Mavuso, Mzuyanda Percival; Tomose, Zimisele Raymond; Olawumi, Kayode Babatunde
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 4 No 3 (2024): IJHESS DECEMBER 2024
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v4i3.1294

Abstract

Over the years, South Africa has experienced a downward trend in the quality of education at the inception of democracy. Statistics from the Department of Basic Education on the matric results from 2014 to 2016 indicate a downward trend in learners' academic performance from the Eastern Cape Province. This is even though SGB is amongst the major stakeholders tasked to promote the quality of education in schools. This paper, therefore, explored the inhibitors to the quality of education in three rural secondary schools in Buffalo City Metro Education District from a point of school governance perspective. Since this study was premised on a qualitative approach, semi-structured interviews were used to collect data from participants. Twenty-two participants were drawn from eighteen SGB members, two secondary school principals, and two Education Development Officers. This paper used the school effectiveness framework as a lens to explain the inhibitors to the quality of education in the selected rural secondary schools from a school governance perspective. Findings reveal a lack of capacitation of SGB by school leadership and the Department of Basic Education (DBE), divergent views about the role of school leadership in ensuring effective school governance, and how SGB is involved in financial matters Therefore, this paper recommends that the DBE organize extensive training programmes to capacitate school leaders and SGB members on school governance issue, provide supervisory roles in the management of school funding regularly in line with the provision of the SASA 1996
Co-Authors Mavuso, Mzuyanda Percival Olawumi, Kayode Babatunde