Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students

The Lived Experiences of Women Principals in Rural Secondary Schools Regarding their Career Pathways

This interpretivist qualitative study explored lived experiences of rural secondary schools’ female principals' career development. Purposive sampling technique was employed to select eleven female principals from 11 rural public secondary schools in Ilembe District, KwaZulu-Natal, South Africa to provide indepth information to the study. A semi-structured interview guide was used in various audio-recorded interviews, which lasted between 20-30 minutes each to capture exact information. The audio-recorded data was systematically transcribed and coded to generate common themes for the presentation and discussion of findings. Findings revealed that some communities’ cultures continue to dominantly influence women principals’ career pathways, despite policies or efforts to promote gender equality in South Africa. The social attitude or ‘injustice’ against female principals in rural environments has limited their quest to pursue their careers further or to aspire to top administrative leadership positions in education. It is recommended that necessary government structures and other stakeholders in the education sector should provide the necessary support to encourage female principals in rural schools

Transforming school management system using participative management approach in South Africa

The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management

Transforming school management system using participative management approach in South Africa

The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management

Enhancing participative management practices among secondary schools in patriarchal South Africa

Enhancing participative management practices among secondary schools in patriarchal South AfricaThe aim and scope of this study are to explore strategies for the encouragement of participative management at secondary schools in patriarchal South Africa. The study adopted the positivism paradigm to explore this empirical investigation, with the use of questionnaires as the data collection instrument. The school principals were the target of the target population. A total of 200 public high schools were selected across the King Cetshwayo district of KwaZulu-Natal province in South Africa. The sampled schools were randomly selected for the study. Findings reveal that principals, deputy principals, and departmental heads in patriarchal South Africa used management and leadership strategies that did not align with the twenty-first century. The adoption of ubuntu (humanness) and lekgotla (Sesotho term for “an African participatory approach to decision-making”) was advocated for, in making various decisions at secondary schools in South Africa. The study also established that the teaching responsibilities of the principals should be reduced or removed to enhance administrative functions through effective implementation of participative management practices at secondary schools in patriarchal South Africa

Exploring the campus managers’ challenges in managing educational resources in a TVET college

This qualitative research article examines the challenges faced by campus managers in managing educational resources within a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study aims to inform and enhance resource management practices in similar educational settings by exploring the real-life experiences of campus managers. Specifically, the research focuses on understanding the challenges encountered by campus managers in their role of managing educational resources at a TVET college. The study adopts an interpretive paradigm and utilises thematic data analysis to analyse the perspectives of three campus managers from distinct campuses within a single TVET college. Participants were purposively selected, and semi-structured interviews were conducted to collect data. In adherence to COVID-19 regulations, interviews were facilitated through the Zoom platform to ensure social distancing. Thematic data analysis was employed to identify recurring themes and patterns within the data generated from the participants' responses. The findings reveal several challenges campus managers face, including prolonged and stringent procurement processes, inadequate supply of educational resources, financial constraints, and suboptimal maintenance of educational facilities

Sociological perspective on migration in South Africa

This paper examines the socio-economic dimensions of population migration, emphasising its role as a vital social process within the broader societal framework. Employing a structural-functional approach, the study highlights how migration is shaped by and contributes to societal structures, norms, and cultural dynamics. Migration is influenced by socio-structural and cultural factors, reflecting the interconnectedness of institutions and societal conditions. For instance, urban industrial societies, characterised by institutional and structural compatibility, encourage rapid spatial mobility and long-distance migration. Conversely, traditional rural agrarian societies favour limited mobility and slower migration rates. Drawing on Durkheim’s theory of social evolution, the paper underscores migration’s transformative impact on society. It facilitates the transition from segmented, mechanically organised societies to complex, interdependent ones with advanced divisions of labour. This evolution signifies migration’s role as a driver of societal progress and adaptation. Secondary data analysis reveals that socio-cultural considerations, including family circumstances, are as influential as economic factors in migration decisions. The paper argues for government initiatives that promote social cohesion and regional integration to enable equitable migration opportunities. Such policies are essential for harnessing migration’s potential as a tool for societal advancement. By addressing the interplay of social, cultural, and economic factors, the study provides a nuanced understanding of migration as a dynamic and socially conditioned phenomenon. This research contributes to the discourse on population mobility by linking structural-functional theory with contemporary migration dynamics and policy implications

TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS

This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within the Nongoma Circuit in South Africa. Adopting a phenomenological approach, the research aims to uncover nuanced understandings and lived experiences of teachers regarding LGBTQI learners. The study employs a qualitative methodology, utilizing purposive sampling to select five Life Orientation teachers for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive to biased, highlighting significant disparities in acceptance and understanding. Key findings indicate that while some teachers recognize the importance of fostering an inclusive environment, others perpetuate misconceptions and biases, contributing to an unwelcoming school atmosphere for LGBTQI learners. The study underscores the urgent need for comprehensive training programmes and policy reforms to equip teachers with the necessary skills and knowledge to support LGBTQI learners effectively. Enhanced teacher training on LGBTQI issues, along with a review of school policies, is recommended to promote inclusivity and safeguard the well-being of all learners. These findings are crucial for teachers, policymakers, and stakeholders in developing strategies to create a more supportive and inclusive educational environment in rural areas. The research contributes to the broader discourse on educational equity and the role of teachers in fostering a safe and inclusive learning environment for marginalized groups

Journal of African Christian Biography: v. 8, no. 4 (Oct 2023) A quaterly publication of the Dictionary of African Christian Biography (www.DACB.org)

[This issue of the Journal of African Christian Biography highlights some of the entries in the DACB that profile participants in the twentieth-century ecumenical movement in southern Africa. The overwhelming impression one gets of this subject is that of gaps: there is urgent need for more entries that address the myriad ways in which African Christian leaders engaged the ecumenical movement as a network through which to build social capital during the critical period after the Second World War. As African nations became independent of European colonial control, church-educated leaders often acted as global spokesmen for postcolonial visions of society. They cultivated international support structures and led regional independence movements. Ecumenical networks played crucial roles in maintaining structures for education and peace-building in conflictive situations. Nelson Mandela himself, for example, attended Healdtown, a Methodist mission that became the largest high school in the country and educated many of the most important black nationalist leaders at mid century. The entries highlighted in this issue are the tip of the iceberg of what needs to be researched and written. This issue, then, appeals for scholars and church leaders to step up and to provide biographies of “ecumenists”—those who located their commitment to the Body of Christ in an international vision of peace, equality, and justice, in collaboration with other Christians from across Africa and around the world, as well as those who worked at the local level of cooperative church movements.