Policy and practice of managing values in public secondary schools in the North-West province

Abstract

Education in South Africa requires a framework for the implementation of policies pertaining to the management of values in schools. The transition from the former apartheid system and its authoritarian value system to a democratic dispensation has necessitated a value system, characterised by fairness and openness. A primary assumption of the researcher is that all human action is underpinned by values, which are hidden and only observable in human behaviour. A literature study explored the philosophical thinking around values and stipulations about values occurring in international human rights documents. Furthermore, in order to contextualise an understanding of values, policies and legislation intended to shape democracy in South Africa were studied to identify core democratic values and moral principles, particularly with regard to the role of the principal and teacher in school management. Management models based on an understanding of school climate, culture and ethos were also examined to explore values inherent in the different leadership styles embraced by principals and teachers. Against this background, a qualitative inquiry was undertaken in three rural secondary schools in the North-West Province. Research sites and participants were selected by judgement sampling and data concerning the values embedded in the school culture and ethos and expressed by the principal and teachers were gathered through observation and interviews. Focus group interviews were held with teachers and in-depth individual interviews were conducted with the principals to identify how participants enact their roles in transmitting values to learners. The findings indicated that principals are not fully prepared to form partnerships with other stakeholders in the management of values, particularly in the management of traditional African values. External factors that impact values formation in schools, such as unreliable transport systems, result in a school culture which lacks a sense of urgency. Poor infrastructure and maintenance create an unpleasant school environment. Matters are aggravated by inadequate support by the Department of Education, teacher unionism and a lack of parent involvement. The study closes with recommendations to empower schools, parents and the community to participate actively in education so that social capital can be unleashed to strengthen democratic values in schools.