The school governing bodies should support the school principal and his/her staff in order to improve the school’s performance. This need to support the school principal and staff is enshrined in the South African Schools’ Act (1996:20). One way of supporting the principal and his/her staff is by creating a school atmosphere which is conducive to teaching and learning. Brookover, Beamer, Efthim et al. (1982:22) point out that every school has a learning climate. Some are effective, others are not. Schools with effective learning climates have high achievement regardless of the type of community served by the school. By the same token, ineffective school learning climates are associated with low levels of achievement.
In the rural areas many schools are characterized by violence, riot and vandalism. The violent attacks on school principals, teachers, fellow learners and destruction of windows, doors and offices in some of the schools hardly permit effective teaching and learning. A situation of this kind can impact negatively on learner performance which is why the SGB should help prevent violence at school. The governors must advice students – their own children- not to disorganise the teaching and learning climate of the school as that can negatively affect their academic achievement. Creese and Earley (1999:17) appropriately point out that the challenge for governors and senior staff remains the ‘moving’ category and this means firstly that they must look to the school’s internal condition and seek to foster the right climate. The SGB may from time to time organize seminars on conditions for good teaching and learning and the effect of disruptions in school programmes on learner achievement. Seminars may lead to dialogue between school authorities and learners. It can enforce self-discipline and establish culture of learning and teaching (COLTS) at the school. This could reduce discipline problems of a school and allow educators and learners to concentrate on teaching and learning and by so doing improve learner achievement. The SGB can also support the school through the rendering of communal labour. The governors may look for parents who have relevant skills as volunteers to repair broken doors, fence, windows, tables, chairs (desks) and paint classrooms or erect gates to the school. The governors may also support the school by identifying the professional needs of educators and organizing relevant programmes to address them. Staff development can equip educators with new ways of teaching and new knowledge in their fields of study. As Joyce & Showers 1998:5) state:
To ensure that education personnel are in continuous growth is our goal. The idea seems innocuous enough. Given the awesome responsibilities of educating the young and the rapid changes in knowledge and social conditions of the times. Creating environments that enable teachers to be continuously supported in a high rate growth seems like an obvious and natural thing to do.
In many rural schools educators may lack Outcomes-Based Education teaching methodology and assessment skills or even basic programmes of computer. In collaboration with the school management team governors can organize staff development programmes to equip educators with the relevant skills and knowledge. Wolfendale (2000:2) adds that: “The influences upon pupil learning (as manifested by measurable performance) impinge from all directions – from experiences and learning opportunities not only in school but from home, kingship and friendship networks and the wider community.”
Thus the responsibility of learner achievement rests on all stakeholders- parents, educators, learners and all community members. They (parents) may look for people with relevant knowledge and skills from the local community or even outside to train the staff. Such proactive and supportive interventions from the SGB could enhance teaching and learning performance of the school.
As an organization the school is made up of different people from diverse backgrounds and interest groups. Sometimes conflicts may occur among the members of the school community, for example, principal, teachers, supporting staff and learners. Where and when there is a lack of unity or esprit de corps effective teaching and learning can hardly take place. The School governing body can support the school by looking into the complaints of teachers, learners and the principal and trying to resolve them amicably. When peace is maintained teaching and learning can progress and school performance improved. Callison (2003:33) points out that by exchanging information, sharing in decision-making, helping at school, and collaborating in children’s learning, parents can become partners in the educational process. When parents and families are involved in their children’s education, children do improve as well. For the school to excel in cultural activities (e.g. singing, dancing, games and sports) it needs to support of the governing body. The SGB could identify parents who can train the school choir, teach students traditional dances and games to enable them to compete well with other schools. In this way learners may be empowered with knowledge and skills outside the classroom. It may also assist
the school community – learners, educators, support staff and principal – to form a valuable and enduring identity of which all stakeholders will be proud. School performance goes beyond academic achievement and the support for extra – curricula programmes are equally important for the general improvement of a school.
2.5 SUMMARY
In this chapter the relevant literature on learner achievement, decentralized school governance and the role of school governing bodies in improving school performance have been reviewed. The study of the literature revealed the following interesting and important information. The main factors that determine learner achievement are the home/family, the school environment and teacher quality.
Under the centralized school management system the South African Schools Act 1996 has made provision for the establishment of school governing bodies for all public community schools. These school governing bodies have been given legislative powers to govern schools under their jurisdiction. The school governing bodies therefore have important role to play by influencing the three factors above (home, school and educator) to improve schools’ performance.
CHAPTER 3