Principals' Perceptions and Experiences of the Role Parents Play in School Governing Bodies in Rural Areas

Autor/inn/en	Hartell, Cycil; Dippenaar, Hanlie; Moen, Melanie; Dladla, Themba
Titel	Principals' Perceptions and Experiences of the Role Parents Play in School Governing Bodies in Rural Areas
Quelle	In: Africa Education Review, 13 (2016) 1, S.120-134 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1183301
Schlagwörter	Principals; Administrator Attitudes; Parent Role; Governance; Rural Schools; Foreign Countries; Educational Administration; Semi Structured Interviews; Parent School Relationship; Barriers; Illiteracy; Governing Boards; Qualitative Research; At Risk Persons; Documentation; Content Analysis; South Africa + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Parental role; Elternrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Analphabetismus; Governing body; Governing bodies; Leitungsgremium; Qualitative Forschung; Risikogruppe; Dokumentation; Inhaltsanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01