Sustaining Good Management Practices in Public Schools: Decolonising Principals' Minds for Effective Schools

Autor/inn/en	Buka, Andrea Mqondiso; Matiwane-Mcengwa, Nomzi Florida; Molepo, Maisha
Titel	Sustaining Good Management Practices in Public Schools: Decolonising Principals' Minds for Effective Schools
Quelle	In: Perspectives in Education, 35 (2017) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v35i2.8
Schlagwörter	Public Schools; School Effectiveness; Governance; Administrator Effectiveness; School Administration; Qualitative Research; Interviews; Principals; Boards of Education; Administrator Attitudes; Sustainability; Educational Change; Change Strategies; Best Practices; Attendance; Truancy; Administrator Behavior; Elementary Secondary Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schuleffizienz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Qualitative Forschung; Interviewing; Interviewtechnik; Principal; Schulleiter; Ausschuss; Nachhaltigkeit; Bildungsreform; Lösungsstrategie; Anwesenheit; Schulabsentismus; Schulschwänzen; Schulverweigerung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	While there are perspectives on how to approach decolonisation and transformation of education in schools, the reality is that all rests with individuals and ways that they change their attitudes and mind-set. In the midst of mismatch in the minds of teachers and principals about these two concepts, another confusing term is "democracy" that comes with human rights. The connotation of democracy causes the mind to revert back and propagate the principles of colonisation where individual laxity overwhelms the duties or responsibilities, even accountability to society. In the battle of emancipating individuals' mind, special reference can be drawn from the general assumption that imperialism aspects, including apartheid, profoundly affected the mind of the oppressed negatively in that during the post-apartheid era the oppressed still entangle themselves tightly. This article attempts to report on the qualitative findings from a pragmatic paradigm study conducted in one education district in the Eastern Cape of South Africa, where face-to-face interviews were carried out with 10 participants (5 chairpersons of school governing bodies and 5 principals) from 5 public schools with document analysis. Thematically analysed findings portray that some school principals enjoyed being "big baas" (bosses) and displayed unprofessional conducts such as absenteeism or lack of punctuality where nepotism and corruption prevailed. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01