Analysing the school management system in rural disadvantaged schools : the case of Ipelafatseng Secondary School

Abstract

Rural disadvantaged schools face a myriad of challenges, which pose a significant threat to learner academic achievement and the functionality of schools. South African schools require urgent attention with regard to monitoring and supporting teachers in the classroom, as well as implementing curriculum changes. The cause of this is a combination of factors, including insufficient resources, communication barriers, insufficient learner support materials, and an insufficient infrastructure within the Department of Education. This study aimed to investigate the challenges faced by rural disadvantaged schools in the Doctor Ruth Segomotsi Mompati District. It also provided insights into some of the daily challenges faced by the school administration. The primary and secondary research questions laid the foundation for this study and acted as a basis for developing the themes. Several sources of data were analyzed, including literature reviews and semi-structured interviews. The data were grouped and presented in five different themes to highlight the challenges and provide recommendations to address the challenges. The study results indicate that school management teams (SMTs) receive no support from their superiors (the Department of Basic Education) and have few resources. A lack of resources and infrastructure and ineffective management of curriculum implementation, is a contributing factor to the strain that results from this study. Moreover, the data revealed that SMTs experienced operational challenges. These challenges included, but were not limited to, poor communication channels, bureaucratic tendencies in service delivery initiatives, and insufficient materials for teacher professional empowerment workshops. A number of recommendations were also recommended for future research and for the Department of Basic Education to consider implementing. At the Doctor Ruth Segomotsi Mompati District, these recommendations were included in the curriculum advisory section.