Experiences of school management teams in managing low quintile secondary schools in the Capricorn South District
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Authors
Mehlape, Malekutu Johannes
Issue Date
2021-07
Type
Thesis
Language
en
Keywords
Management , School Management Teams (SMTs) , Capricorn South District , Curriculum management , Curriculum implementation , Improved learner outcomes , Quintile , Secondary schools , Low quintile secondary schools , High quintile secondary schools
Alternative Title
Abstract
The primary aim of this study was to determine the experiences of School Management Teams (SMTs) in managing low quintile secondary schools in order that they perform better than schools in the high quintiles in the Capricorn South District, Limpopo Province. The objectives of the study were to identify initiatives that are encompassed by SMTs in managing low quintile secondary schools, determine enabling and constraining factors that SMTs encounter in managing low quintile secondary schools, and investigate the perspectives of SMTs regarding their role in terms of managing low quintile secondary schools. The SMT is regarded as a legitimate curriculum management structure that is central to appropriate curriculum implementation and consequently, persistent improved learner outcomes in schools.
The literature reviewed focused mainly on the experiences of SMTs in doing justice to their core mandate nationally, continentally, and globally; thus assisting me in gaining a deeper comprehension of the research question under investigation in this study. Although there are a number of studies on SMTs, little is known about the experiences of SMTs in managing low quintile secondary schools in order that they perform better than schools in the high quintile. This study was anchored on the three schools of thought of the Classical Management Theory; i.e. the Scientific Theory of Management, the Administrative Theory of Management and the Bureaucratic Theory of Management, as well as the Human Relations Theory and Transformational Leadership Theory.
A qualitative case study research design was employed to elicit the experiences of SMTs in managing low quintile secondary schools in order that they perform better than schools in the high quintile in the Capricorn South District. The study was conducted at two low quintile secondary schools that have been performing consistently above 80% since the academic year 2013 in terms of the grade 12 results. For the research, data were collected from 13 participants who were serving SMT members. Data collection was effected using semi-structured interview questions with the 13 participating SMT members. The data collected were confirmed and affirmed by an analysis of various administrative documents, my observations of both the curriculum delivery activities and the physical infrastructure in the sampled schools. The transcribed data were analysed and interpreted concurrently using Thematic Data Analysis (TDA) techniques. The study findings revealed the initiatives used by the SMTs in managing low quintile secondary schools in order that they perform better than schools in the high quintile i.e preservation of the contact time, high performance target setting, motivation, learner profiling, item analysis, Performance review sessions, differentiated programmes, curriculum enrichment activities, provision of Annual Teaching Plans (ATPs) and examination guidelines, monitoring and support, regular communication, outsourcing of competent educators, sufficient written work and utilisation of period registers. These initiatives have been elucidated in Chapter 5 of this investigation. The findings further revealed the following enabling and constraining factors that SMTs encounter in amanging low quintile secondary schools: Work overloads, infrastructural challenges, overcrowded classrooms, inadequate cooperation of educators, teamwork, sound working relations, inadequacy of technological resources, professional development and support by departmental officials. These findings are also discussed at length in chapter 05 of this investigation. The study went further to reveal the perspectives of SMTs regarding their role in terms of managing low quintile secondary schools. These perspectives were that: SMT members are managers in their own right, the principal remains the Chief Accounting Officer, SMT members are aspirant heads of schools, promotion of stakeholder relations, knowledge of curriculum management policies and that educator recruitment rests in the SMT purview.
Based on these findings, I made study recommendations by way of a developed guideline entitled “A Comprehensive Effective Curriculum Implementation Framework (CECIF)”. This guideline was developed for consideration, embracement, and utilisation by all potential education authorities in order to ensure that proper curriculum implementation and improved learner outcomes become the culture in all ordinary public secondary schools under their supervision. The Circuit Managers have been identified as the most relevant and suitable Provincial Education Departmental (PED) officials who should not hesitate to spearhead the implementation of this guideline in schools under their jurisdictions.