Exploring experiences of school governing bodies in fulfilling their roles in primary schools

Abstract

The primary objective of this qualitative research investigation was to examine the experiences of School Governing Body (SGB) members in township areas, such as Soweto, located in South Africa. The purpose of this study was to gain insight into how the SGBs members perform the many duties and responsibilities they are tasked with. The enactment of School Governing Bodies (SGBs) by the democratic government of South Africa was undertaken as a means to promote the democratisation of schools. Subsequently, the performance of SGBs has been subject to comprehensive examination in both public and private educational institutions. Nevertheless, there seems to be a scarcity of scholarly investigations that have explicitly examined the operation of School Governing Bodies (SGBs) within public schools located in township areas. The study's main objective was to fill the existing gap in knowledge by examining how the School Governing Body (SGB) members in two public primary schools located in Soweto, Johannesburg North District, Gauteng Province, perform their roles and responsibilities mandated by SASA. The data for this study was gathered by using semi-structured interviews with purposively selected SGB members, who include representatives from the support staff, parent and educator groups, and the principals. The study aimed to gain insight into the opinions and practical application of duties and responsibilities among members of the SGB. The study's results indicated a deficiency in sufficient training, capacity, understanding and confidence among parent members of the SGB, posing challenges to their ability to adequately perform their professional duties, specifically in relation to the supervision of administrative responsibilities. The significance of delineating the roles of School Governing Bodies (SGBs) and differentiating between governance and professional school administration was reaffirmed by the principals. The involvement of participants, particularly parents, frequently resulted in misconceptions regarding their responsibilities, and thus the encroachment upon the school's professional administration. The challenge experienced impeded their capacity to effectively perform their responsibilities and caused uncertainty and conflict among staff members. In order to address these challenges, the study proposed the implementation of empowerment measures and the close monitoring of School Governing Bodies' practices to ensure their capacitation and provision of resources required to effectively carry out their roles and responsibilities. In conclusion, this research has provided insights into the lived experiences of SGB members executing roles and responsibilities mandated by SASA in the township regions of the Soweto area. The results underscore the significance of cultivating trust within the members of the School Governing Bodies, elucidating their respective challenges in carrying out their responsibilities which can be addressed through sufficient training and assistance. Recommendations are that addressing these concerns, may improve the operation of SGBs and afford them the potential to assume a more efficient and influential position in the governance of schools, thereby making a valuable contribution towards enhancing educational achievements in South African public schools.