More Heads Are Better than One: School-Based Decision-Making in Varied School Environments

Autor/inn/en	Mokoena, Sello; Machaisa, Rebotile
Titel	More Heads Are Better than One: School-Based Decision-Making in Varied School Environments
Quelle	In: Africa Education Review, 15 (2018) 1, S.138-156 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mokoena, Sello)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1257917
Schlagwörter	Educational Environment; Participative Decision Making; Qualitative Research; Case Studies; Governing Boards; Meetings; Observation; Governance; Secondary Schools; Semi Structured Interviews; Teacher Attitudes; Administrator Attitudes; Familiarity; Transformational Leadership; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Case study; Fallstudie; Case Study; Governing body; Governing bodies; Leitungsgremium; Meeting; Tagung; Beobachtung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sekundarschule; Lehrerverhalten; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this multi-case qualitative study the degree to which school-based decision-making (SBDM) is understood and conceptualised by the members of school governing bodies (SGBs)--educators, chairpersons of SGBs, principals, and learner representative councils-as well the extent to which decisions were shared among the various groups represented on the SGBs were examined. Multiple sources, such as meeting observations and interviews were used to collect data. Data revealed that decision-making processes in townships and rural schools seemed to be dominated by educators (educator-dominated SGB) and principals (principal-dominated SGB) respectively, while the urban school appeared to have achieved true shared decision-making (balanced decision-making). I therefore suggest that it is not sufficient to accept that promulgation at face value; and expect that implementation of policies in schools would suddenly convert these schools into true institutions practising and cherishing shared decision-making in their daily operations. Collective active efforts and ongoing training are still needed for the more effective functioning of SGBs. Although the research has tended to validate the findings of other studies, it has also made some contribution to the knowledge about the integration of the adapted governance models to analyse the extent to which decisions were shared among the members of SGBs in the selected three case studies. Its use in this study is, therefore, a methodological contribution to the study of SBDM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01