The research question read as follows: What is your perception of SGBs’ roles in public schools regarding the use of the South African Schools Act 84 of 1996? In response to the question, the focus groups answered as follows:
Their opinion was that, for the governing body to be effective and efficient in its functioning, the SASA should be read. They indicated that their school varies from quintile 1 and 3 schools. The group stated that there are 10 of them in both the Lepogo and Nkwe (quintile 1) schools, and 15 in the Tau (quintile 3) school. After they were elected into office, they were given 7 days to elect the executive. This was a serious challenge, as they did not
know what skills they possessed. They mentioned that they are actually reminded by the principal that according to SASA, the term of the executive office-bearers is a year, and that they should elect other office-bearers the following year. This is a challenge, as banks change signatories once in every two years. Although they believed that they had elected capable executive members, they felt that it was not possible to change them, as per SASA, because they were not assisted by the banks.
One male SGB member from Lepogo School said the following:
‘I remember we once have a challenge with a treasurer who absented herself from meetings for quite some time and neglecting addressing financial matters. According to SASA she was supposed to have resigned from the structure. The secretary executed both her duties as secretary and executed the duties of the treasurer. The SGB could not implement the code of conduct knowing that the bank could not change signatories at that time. The treasurer was always updated about meetings outcomes regarding her conduct. The SGB tried to advice the treasurer to resign however the treasurer was informed of every decision and advised by other members outside the meeting not to resign as the term of office was near. This was a mess. Sometimes elected members of the SGB are sent to serve hidden agendas on posts and funds of the school. They carry mandate from structures and also account to those structures. Such members are recalled if they no longer serve those structures’ interests. I may sound naïve but I am actually telling the truth’.
SGBs need to visit schools at least once per term. They have to make additions to draft policies and adopt them, file them in school files and send other files to the circuit. As per SASA, SGBs need to develop policies, or they could have an ad hoc committee draft the policy on their behalf and then send it to them to be revamped and adopted, before being signed by the chairperson and secretary of the SGB, as well as the school principal.
SGBs mentioned a total of 23 policies at the school, samples of which were sent to all schools. SGBs were then given the opportunity to make additions before adopting them.
SGBs also have to do shortlisting and interviews, and recommend the most suitable candidates for appointment. They mentioned that it is important to note there is need for the
school in order to make proper recommendations. They also mentioned that previously they had agreed to recommendations that they felt they did not have any reason to challenge, but that this was all in the past now.
One member from Tau primary school said the following:
‘It’s a pity that we use to have SASA written in English and for us to receive the one written in our language we asked to return back the one that was written in English. Hence not all schools have this SASA. I was of the opinion that the DBE should have given us the one written in our language without taking the one written in English. Now that we have educators from other provinces in our schools they were going to use them and we use the one written in our language. This was going to be very helpful to SGBs. in future we should be asked to have an opinion on such matters cause they are basic.’
SGBs also make recommendations for the appointment of educators to the DBE as the employer. They elect a panel to represent them during shortlisting and interviews. SGBs should be informed about the needs of their school, in order to guard against any domination from the resource person, school principal and the observers of the process as the unions. If SGBs are able to ensure that there are set criteria, then the most suitable candidates will be appointed, so as to avoid appointing unsuitable candidates. As alluded to in chapter 2, SGBs sometimes recommend candidates who have political influence, which does not translate into the most suitable candidate for the job.
Other researchers have indicated that the reason for recommending suitable candidates is that they believe that educators are instrumental in developing the character and ethos of schools and determine the quality of education that prevails at schools, and that the value of teachers must be congruent with the values held by the community in which they work (Maharaj, 2005: 220). The present researcher agrees with this view, and further mentions that it is similar to the context of apartheid, when the contracts of teachers who were political activists were terminated. In addition, she notices that in this instance, SGBs had a negative impact on schools.