The role of school governing bodies in improving school performance in Taung rural areas

Abstract

The South African Schools' Act No 84 (SASA 1996) replaced Parents, Teacher and Students' Associations ( PTSAs) with School Governing Bodies whose members are democratically elected to perform mandated duties. The study focused on the role of SGBs in improving school performance in rural areas. The purpose was to investigate the role SGBs play in improving school performance in the rural areas of Taung.

The SGB, as a concept and praxis, emanated from the need to involve communities, especially parents, in education. The assumption was that school improvement is dependent on responsibilities delegated to community members, especially parents, in the affairs of public schools. The study investigated the topic by a literature review on school governance, observation and interviews conducted with SGB members in three selected schools. Six focus group interviews were conducted on parents and educator components of the SGBs. The principals of the three selected schools were interviewed individually for the views on the topic. The data collected were arranged under selected themes and manually analysed and interpreted.

The study reveals that * community members, particularly parents, caregivers and guardians are beginning to see themselves as equal partners with educators in education of children * the improvement in learner performance is the co-responsibility of the home and the school * community members (parents and guardians) must be empowered with relevant skills to enable them perform their tasks as school governors.

The study recommends further research into greater representivity and involvement in Education.