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Title:
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Probing the level of support schools receive from education districts: a case study of Limpopo Province, South Africa |
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Author:
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Rasila, Bernard Naledzani; Kekana, Lilly; Mokgaetji, Montja
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Abstract:
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Schools must get full support from education districts in management and governance as
well as curriculum provisioning to ensure that all schools provide quality basic education
across the province. This is according to the Annual Performance Plan 2019 – 2020 of
the Limpopo Department of Education. This support is meant to provide principals with
a support they need to make sure the schools are effective in areas of management,
curriculum delivery and financial management. On the other hand, it has been realized
that there are some principals who because of lack of support find themselves in difficult
conditions. Schools around the province and the country often experience violence and poor
management which can be attributed to lack of support to principals who are left handling
school matters haphazardly.
This study adopted the techniques of qualitative methodology where self-administered
questionnaire was used on face-to-face basis to probe the level of satisfaction principals
derive from the support they receive from their district offices which includes their circuit
offices. It was found that in general there are principals who are not satisfied with the
support and this is believed to contribute on dysfunctionality of such schools. This study
provides ways to deal with identified support gaps. |
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Description:
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Article |
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URI:
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http://hdl.handle.net/123456789/1605
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Date:
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2019-12-19 |