The role of school governing bodies in whole school self-evaluation

Abstract

The aim of this research is to investigate the phenomenon of Whole School Development at two township schools and, on the basis of the findings of both the literature study and the empirical research, make suggestions on what ought to be the role of the School Governing Bodies in Whole School Self-evaluation. The literature review revealed that the key characteristic of effective Schools Governing Bodies (SGBs) is their ability to understand and to implement the distinctive contribution they can make to the governance and management of the school. It also indicated that the SGB has the strategic and direction-setting role and carries the ultimate responsibility for the conduct of the whole school system through its accountability to the learners, educators, parents, communities and the Minister of Education. A Whole School Evaluation approach to school governance is thus essential if the goal is to understand and shape the development of school effectiveness. The Whole School Evaluation approach has value in explaining why some schools are performing better than others. It highlights the fact that success is determined by a range of environmental factors such as the infrastructure of the school, the socio-economic status of parents and communities, and so on