School governing bodies’ experiences of managing school finances in primary schools, Limpopo Province

Abstract

The research examined school governing bodies’ (SGBs) experiences in overseeing the budget at Malamulele Northeast Circuit Primary Schools in Limpopo Province. Prior to the birth of democracy in 1994, the educational system was highly controlled, and the credibility of governmental power was low. Following the establishment of democracy, the educational system became decentralised, and schools were given greater autonomy over decision-making to align with the South African Schools Act (SASA) No. 84 of 1996. It was highlighted that several schools had inadequate financial management when the system was decentralised. This study presents findings from a qualitative inquiry into the root causes of inefficient finance management in schools in Malamulele Northeast Circuit. The schools included in this study were chosen purposefully. For this research, three schools from the Malamulele Northeast Circuit were chosen. The researcher conducted face-to-face interviews and data analysis with the secretaries and treasurers of the SGB chairpersons as part of the data collection process. According to the study's findings, inadequate basic training for newly elected SGB members and illiteracy play a role in the maladministration of school funds. The researcher suggests that the agency emphasises enforcing adult education and training programmes for parents. It is encouraged to give retirees with good qualifications and financial expertise preference when electing new SGB members. This investigation had several other flaws as well.