Tchombe (1997) (as cited in Richards, Elliot, Woolshy & Mitchell, 2001:2), states that collaborative partnerships are joint efforts that involve the pooling and sharing of expertise for the attainment of a common set of goals. Collaboration in education has been defined by different scholars, notably Eliot (as cited in Richards et al., 2001:1-2), who argues that it has sometimes been superficial, especially when referring to people working together. In general, collaboration aims at achieving success, while more specifically, an SGB or SMT can work jointly to reach set goals that they could not reach had they been acting separately. For Lacey (2001:17), working collaboratively in a school means that the staff and parents agree to pursue the same goals in a coordinated manner, with collaborative problem-solving involving ‘synergy’. Tsuari (2011:20) states that collaboration is an interpersonal style that professionals often use in their interaction with colleagues, parents and other stakeholders. It can only exist voluntarily in situations in which individuals with parity have identified a mutual goal and are willing to share responsibilities, resources and accountability.
Joubert and Bray (2007:10) states that self-managing schools or decentralisation have come about because of the devolution of power from a higher order agency or government to the local school. Hargreaves (1994:187) (as cited in Gonvindsamy, 2009:24), points out that the trend towards self-management of schools implies a greater collective responsibility of stakeholders in schools to implement centrally defined governance mandates, which places even greater reliance on the development of collaboration at the school. The importance of the establishment of a collaborative culture in the school environment is also emphasised, depending on the
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effectiveness of interaction amongst leaders who should ensure that it does not forfeit its meaning (Tsuari, 2011:20). Collaboration is essential for effective management structures and principals cannot manage their schools in isolation but require the effort of every member of staff. Various tasks, duties and responsibilities are delegated to individuals, teams or committees.
It is imperative for the SGB to form a partnership of collaboration with other stakeholders within the school to promote its best interests. For the SGB to focus on what is expected of it in executing its duties, there is a need for a form of partnership that informs it about the needs of the school. This information can be accessed through engagement with the school managers. Collaboration enhances the relationship between the SGB and the SMT and helps to achieve the goals of the school by involving all stakeholders in the management of the school. Effective schools build their success on the assumption that working together is more productive than working alone. The principal in the dual role as member of the SGB and member of the SMT must take the lead in building collaboration between the SGB and the SMT.
For many collaborative endeavours, caring human relationships have been perceived as central for success (Elliott & Woloshyn, 1997). Building rapport among partners has been identified as an essential element for creating mutual understanding and sensitivity to the diverse cultures. Without attention to building rapport, there is a distinct risk that some partners may feel marginalised and remain both silent and uninvolved
Richards et al., (2001) states that commitment is also central to the collaborative process. First, partners must be committed to the idea and value of working with others. This commitment assumes a certain humility as partners acknowledge that they cannot effectively complete the project alone. Second, after initial stages of negotiation, they must be committed to both the project goals and their collaborative partners (Richards et al., 2001:3-42). The SGB may lack the necessary skills and knowledge that is needed for the effective management of school finances therefore members of the SMT may contribute to a large extent in fulfilling this shortcoming as long as everybody is committed to work together towards the shared goal as stated in the schools mission statement.
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In addition, school governors should be provided with information regarding staffing, educators’ performance, financial matters, accommodation and resources, pupils, school development and policy planning, curriculum, attainment and progress, quality control strategies and health and safety issues (Walsh, 1999, as cited in Tsuari, 2011:16).
Collaborative partnerships have the potential to foster professional development for all participants which include financial skills and knowledge. In collaboration, worldviews can be shared, deepened and expanded and collaborators can both professionally and personally enriched (Elliot in Richards et al., 2001:8-9). The collaborative partnership is defined as one of benefits, whereby collaborators develop personally, and it creates an opportunity to learn with other collaborators. It is not just an ordinary partnership but one in which those involved expand and learn more amongst themselves. The SMT and SGB then have an added incentive to promote working together and share ideas, which not only builds them personally and professionally but makes the management of the school more effective (Tsuari, 2011:23).
The expertise of the SMT is distributed amongst school governors. Through a good partnership characterised by collaboration, SGBs can collaborate with the SMTs in order to support the principal, educators and other staff members in performing their professional duties by having sound financial management structures and procedures in place and to improve the learners’ scholastic achievements (Tsuari, 2011:15). The idea of sharing and working together has been expressed by Lemmer and Squelch (1994:101) who maintains that school principals, parents and educators need to form a relationship of mutual trust and understanding so that they can work as partners to the benefit of the school and learners. Govindasamy (2009), states that collaboration improves efficiency in the use of resources in educational services. Included in the advantages of a self-managed school, is the fact that it fosters collaboration and facilitates decision-making. From the examples cited above, it is apparent that collaboration is an essential ingredient in self-managing schools.
It is also evident that, irrespective of the guidelines in the Schools Act, there should be collaboration in order to uphold the best interests of the school and its development
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towards effectiveness. Collaboration creates opportunities for working together and contributing to the partnership between the SGB and the SMT.