| Title: |
Shared perceptions and assessment of financial management conduct in rural schools of South Africa : the case of Mpumalanga province |
| Authors: |
Sebidi, Simon Diatleng |
| Contributors: |
Botha, R. J. |
| Publication Year: |
2019 |
| Collection: |
University of South Africa: UNISA Institutional Repository |
| Subject Terms: |
Capacity building; Financial management; Financial mismanagement; Financial responsibility; Legislation and policy frameworks; Literacy level; School governing bodies; Section 21 functions; Artikel 21 funksies; Finansiële bestuur; Finansiële wanbestuur; Geletterdheid vlak; Finansiële verantwoordelikheid; Kapasiteitbou; Skool beheerliggame; Wetgewing en beleid raamwerke; Maikarabelo a tiriso ya madi; Makgotla a tsamaiso ya sekolo; Mesola ya karolo ya 21 ya kabelo ya madi; Seelo sa borutegi; Tlhabololo ya kitso; Tsamaiso ya madi; Molao le dipholisi; 371.206096827; Rural schools -- South Africa -- Mpumalanga -- Case studies; School boards -- South Africa -- Mpumalanga -- Case studies; Education -- South Africa -- Mpumalanga -- Finance -- Case studies; Education and state -- South Africa -- Mpumalanga -- Case studies; School management and organization -- South Africa -- Mpumalanga -- Case studies |
| Description: |
This study is on shared perceptions and assessment of financial management conduct in rural schools of South Africa: the case of Mpumalanga Province. The objective of this investigation was to understand and reveal the financial management conduct of school governing bodies in rural schools of South Africa, particularly in Mpumalanga Province. This study adopted a qualitative research approach in gathering and analysing the data. For data collection, face-to-face semi-structured interviews, focus group interviews, a literature review and document analysis were used. Many scholars who investigated school financial management argue about the manner in which school governing bodies manage school finances. In this study research conducted claimed that school governing bodies in rural schools cannot execute their Section 21 functions due to lack of proficiency and knowledge to exercise their new powers effectively, including management of finances, because of high rates of adult illiteracy where parents may not be able to play a meaningful role in school governance irrespective of the training they have received. This has contributed to the lack of improvement in the education of learners in schools. However, in this study research findings have pointed out that there is immense improvement of literacy level of school governing bodies in rural areas. This is due to the fact that most of the members who are involved in current membership of SGBs are current teachers, former teachers and people who are exposed to management of finances in their work places and are able to read and write. The findings of this study have significance for researchers countrywide, particularly those interested in the school financial management legislation and policy implementation, and the challenges and improvements in the institutional environments. Therefore, this study has the potential to motivate these researchers to undertake further research in this field of discipline. This study recommends that school governing bodies should be ... |
| Document Type: |
thesis |
| File Description: |
1 online resource (414 leaves) : illustrations (chiefly black and white); application/pdf |
| Language: |
English |
| Relation: |
https://uir.unisa.ac.za/handle/10500/26286 |
| Availability: |
https://uir.unisa.ac.za/handle/10500/26286 |
| Accession Number: |
edsbas.A8EF6619 |
| Database: |
BASE |