Financial management strategies of School Governing Bodies in secondary schools in the North West Province

Abstract

The aim of the study was to investigate financial management strategies used by School Governing Bodies (SGBs) in rural schools in the North West Province as the South African Schools Act 84 of 1996 (SASA) requires. The study explored the roles of the SGB in the management of school finances, identified challenges faced by SGB and investigated how the SGB could be assisted in managing school finances effectively and efficiently. The study used a qualitative research approach in order to gain an in-depth understanding of SGBs with regard to managing finances. The study selected two secondary schools in the Ngaka Modiri-Molema District as research sites. From these two schools, three SGB members and one principal were purposefully sampled to participate in this study. Data was collected through one-on-one interviews and focus group interviews as well as document analysis. Thematic data analysis was used to interpret data from interviews. Findings from this study suggest that that SGBs used planning, organization and control as strategies of managing school finances. The SGBs were aware of some of their roles such as budget drafting, supplementing the funds from the state and the monitoring of school finances. In executing their roles, the SGBs experienced some challenges such as school finance policy formulation, insufficient allocations from the state, restrictions around the section 21 allocation, insufficient financial training and low level of financial literacy. The study recommends that the Department of Basic Education (DBE) should provide additional training to the SGBs, remove the rigid restrictions on section 21 allocation, amend SASA with regard to election of parents who serve on the SGB and offer schools the option to withdraw from section 21 status.