The implementation of participative management in Primary Schools in Tshwane - West District
Abstract
Real educational transformation require of schools to shift away from traditional,
bureaucratic management practices in order to cope with the demands of a democratic,
client-driven market economy. Undoubtedly, non-participation and non-involvement of
teachers and parents in decision-making processes are an issue of great concern,
because it discourages their initiative and genuine commitment to their work.
Consequently, schools become dysfunctional due to lack of role players involvement
and consultation.
The aims of this research were to investigate and to establish:
• what participative management entails;
• how participative management is implemented in primary schools in Tshwane-West
District; and
• what strategies can be constructed towards more effective implementation of
participative management in primary schools in Tshwane-West District.
The quantitative approach as an empirical investigation was applied in order to achieve
the above-stated aims. The target population comprised of all primary school principals
(N=98) in Tshwane-West District. The selected respondents provided the needed
information.
The empirical research was conducted by means of a structured questionnaire. The self
constructed questionnaires utilised question items that revealed whether participative
management was implemented in primary schools in Tshwane West District.
The legal legislative frameworks were also entered into in this study. These legislative
documents comprised of the Constitution of the Republic of South Africa, No.108 of
1996, the National Education Policy Act No.27 of 1996, the South African Schools Act
No.84 of 1996, the Employment of Educators Act No.76 of 1998, the Basic Conditions
of Employment Act No. 75 of 1997 and the Gauteng Department of Education School
Governance Manual.
The findings showed that participative management as a prominent feature was
implemented within the primary schools in Tshwane-West District. Nevertheless, it has
also emerged that participative management remains a problematic notion for many
schools with challenges that impede effective implementation thereof.
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