Examining the Involvement of School Governing Bodies in Promoting Educators in South Africa

Abstract

The place of school governing bodies in the promotion of educators in South African public schools is crucial. This study focuses on the perspective of the school governing body as seen as the contributors to challenges that are experienced by educators during promotion processes and ineffectiveness of the school system. A quantitative method was employed to collect data from ten schools in ILembe District, South Africa. Random sampling was used to select 180 respondents. The collected data was analysed using SPSS, version 25.The findings of the study show that although there are educational policy guidelines that are made available to guide schools on how the processes of promotion are conducted, schools continue to experience challenges with some stakeholders who do not keep within their roles. Several factors such as incompetence of the school governing body, lack of training of the SGBs, illiteracy of the SGBs, political influence, and interference of the union members were found to be stumbling blocks in pursuing fair processes when dealing with promotions. The research recommends that the Department of Education (DoE) take a leading role in appointing independent bodies to deal with promotions in order to mitigate corruption and abuse of power by stakeholders.