The implementation of participative management in Primary Schools in Tshwane - West District

Abstract

Real educational transformation require of schools to shift away from traditional, bureaucratic management practices in order to cope with the demands of a democratic, client-driven market economy. Undoubtedly, non-participation and non-involvement of teachers and parents in decision-making processes are an issue of great concern, because it discourages their initiative and genuine commitment to their work. Consequently, schools become dysfunctional due to lack of role players involvement and consultation. The aims of this research were to investigate and to establish: - what participative management entails; - how participative management is implemented in primary schools in Tshwane-West District; and - what strategies can be constructed towards more effective implementation of participative management in primary schools in Tshwane-West District. The quantitative approach as an empirical investigation was applied in order to achieve the above-stated aims. The target population comprised of all primary school principals (N=98) in Tshwane-West District. The selected respondents provided the needed information. The empirical research was conducted by means of a structured questionnaire. The self constructed questionnaires utilised question items that revealed whether participative management was implemented in primary schools in Tshwane West District. The legal legislative frameworks were also entered into in this study. These legislative documents comprised of the Constitution of the Republic of South Africa, No.108 of 1996, the National Education Policy Act No.27 of 1996, the South African Schools Act No.84 of 1996, the Employment of Educators Act No.76 of 1998, the Basic Conditions of Employment Act No. 75 of 1997 and the Gauteng Department of Education School Governance Manual. The findings showed that participative management as a prominent feature was implemented within the primary schools in Tshwane-West District. Nevertheless, it has also emerged that participative management remains a problematic notion for many schools with challenges that impede effective implementation thereof.