The Role of School Governing Bodies in Underperforming Schools of Western Cape: A Field Based Study

Abstract

The schools in South Africa have been facing immense challenges for a long period of time especially after independence in 1994. The School Governing Bodies (SGBs) play a major role in the administration and finance functions of the school and its development however, school governing bodies are sometimes used by individuals and organised groups to discriminate against learners in South Africa. It is found that some SGBs are not working properly because they do not have the necessary skills and they are not sure about their roles and responsibilities. This indeed happens in poorer communities, where people have few resources and many cannot read and write. The situation is made worse by the fact that some of the schools do not get enough money, support and training from the government. A strong sentiment amongst teachers was that the core of the problem of ineffectual SGBs was located in bad leadership and management. In light of the above challenges an attempt is made in this article to discuss the definition of the role of the School Governing Bodies (SGBs) in terms of the South African Schools Act. The article also focuses on the findings that were generated through responses to a number of questions around the theme of school governing bodies that were included in the questionnaires administered to principals and teachers. Principals are, in terms of the School Act of 1996, ex officio members of the SGB.

DOI: 10.5901/mjss.2014.v5n27p353