Novice Rural Principals' Successful Leadership Practices in Financial Management: Multiple Accountabilities

Autor/inn/en	Myende, Phumlani Erasmus; Samuel, Michael Anthony; Pillay, Ansurie
Titel	Novice Rural Principals' Successful Leadership Practices in Financial Management: Multiple Accountabilities
Quelle	In: South African Journal of Education, 38 (2018) 2, Artikel 1447 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Myende, Phumlani Erasmus) ORCID (Samuel, Michael Anthony) ORCID (Pillay, Ansurie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Money Management; Public Schools; Case Studies; Qualitative Research; Beginning Principals; Rural Schools; Budgeting; Parent School Relationship; Peer Relationship; School Policy; Governance; Interviews; Documentation; Accountability; School Community Relationship; Administrator Role; Training; Cooperation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Peer-Beziehungen; Schulpolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Interviewing; Interviewtechnik; Dokumentation; Verantwortung; Ausbildung; Co-operation; Kooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research studies on financial management in South African public schools expands recurrent literature, most of which have largely pathologised school leadership and management, and rural schools in particular. This article instead draws from a qualitative case study of success, which examined how five novice principals in a rural setting went beyond the prescriptive administrative requirements to generate context-responsive and creative ways of managing school finances, working with the parent community, with educational peers and the departmental policies to activate situated relevant governance relations. The data is drawn from interviews and documents produced within the setting. Our findings reveal a new set of accountability relations, which counter the hierarchical relations between schools and the community, or between the department and the rural context. These principals began a trajectory of overt training in financial management to ensure their own and collaborating participants' clarity and involvement in a participative management approach. Whilst the school-formulated policies serve as a backdrop to the terms of operations, these principals generate multiple accountabilities in their role as chief financial officers. The study recognises vertical, horizontal and downward accountabilities, which are underpinned by self-driven motivation, moral integrity and social developmental responsibilities. Rather than being a pathological problem, school financial management offers policy and practice potential to develop co-responsible governance. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01