APPENDIX I: Declaration to consent of the school principal 2 169
5.3 Suggestions to arrest decline 116
cooperation from parents, government and other corporate bodies that can help with resources we are talking about (text books, computers, teaching and learning materials like chalk and charts and furniture). (Mr Sazi)
Similarly, Mrs Chitate, the Deputy Principal of Tagwinya High School, had the following to say:
In our situation in Zimbabwe if teachers are remunerated properly this school decline we are talking about will be arrested if we are referring to academic excellence per say. Even students would be motivated to come to school because teachers are role models not only in schools but even out there in the society.
(Mrs Chitate)
In turning around declining organisations leaders should shift the cycle away from the sins of losers to restore accountability, collaboration and initiatives since they are the three cornerstones of confidence which is essential in turning around organisations (Kanter, 2004). Mthiyane, et.
al. (date unknown) suggest the following possible solutions for school decline; a continuous development programmes for both school leaders and teachers, running of schools as businesses, democratic leadership, teamwork, empowerment of principals with teachers’ unions and balance between pupils’ rights and responsibilities. Also noted was the proper implementation of education department policies, effective support from Education Department officials, improved parental involvement and restoration of the culture of teaching and learning.
The following are strategies to be considered to help declining schools and students improve:
strengthen and support school leadership; stimulate a supportive school climate and environment for learning; attract, support and retain high quality teachers; ensure effective classroom learning strategies and prioritise linking schools with parents and communities (OCED, 2012). One recommendation for managing decline in schools is to borrow strategic management techniques from the private sector (Kotler & Murphy, 1981). These techniques typically emphasise the role of external environmental conditions, and the advantage of this approach for schools is that it does encourage administrators to look beyond internal events to monitor external events and to examine the relationships among external and internal events.
Schendel, Patton and Riggs (1976) referred to the three most frequently cited cures for reversing decline: the introduction of new leadership, diversification through product development and
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acquisition, and divestment of failing lines and divisions. Even if an effective reorientation plan is achieved, the third stage of decline still may not be reversed unless the plan is successfully implemented. There are many obstacles to decision implementation, as the extensive literature on change suggests. In schools, new and competent leadership can be introduced, including the new subjects, removing subjects that are obsolete due to insufficient resources and equipment and looking for expert teachers in problem subjects.
Replacement of top administrators is usually required to bring in new ideas and eliminate ingrown cognitive biases and old consensus in the school (Hedberg, et. al., 1976; Levine, 1979;
Tushman, et. al., 1986). The act of replacing groups of top managers has the additional benefit of serving as a symbol of the need for major change and provides “scapegoats” to relieve tension.
Gradual replacement will not work, because new persons introduced in this way tend to succumb to the cohesiveness of the former management group. Time constraints are the most important reason for more rapid changes.
In support of the above, Kanter (2004) states that it is possible to slide into a cycle of decline without even knowing it until the pattern of losing or failure becomes visible to everyone (Kanter, 2004). The symptoms get harder to ignore, the underlying weaknesses harder to deny.
Time and excuses begin to run out, momentum and appearance begin to run down. Now a deliberate choice needs to be made: whether to let decline turn into death, or to try to restore health (Kanter, 2004). This shows that declining organisations or schools have options whether to close or try to turnaround the school into an improving school from a declining school. This should be done by the management finding ways of arresting school decline and improving schools.
According to Kanter (2004), big visions are just words, but the equipment and decor are in sight every minute and make a difference in carrying out tasks every day. She cites that what matters in restoring individual confidence is not the source of the new investment but the fact that new leaders are willing and able to invest in people and their work environment. Turnaround starts with an injection of new investment (Kanter, 2004). This highlights the importance of funds to buy resources and renovate school to restore confidence amongst teachers, pupils, parents and the community.
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A winning streak requires renewal and rebuilding. In the schools fresh blood (new qualified and innovative staff) is required to bring new ideas especially in the management phase so that the schools can reorient their school vision and mission to the current educational trends. As momentum runs down, people and buildings begin to look run down (Kanter, 2004).
A positive emotional climate of high expectations reinforces self-confidence. Winners’
behaviours and attitudes – including abundant communication, thorough preparation using detailed metrics, mutual respect and deep knowledge of one another’s strengths, the desire to work together and help one another succeed and empowering environment of shared leadership - reinforce confidence in one another. Organisational culture and routines supporting accountability, collaboration and initiative reinforces confidence in the system. Strong networks providing encouragement, resources and information reinforce external confidence (Kanter, 2004). In schools which are high achieving in academics they exhibit winners’ behaviours and attitudes including abundant communication, through preparations using detailed metrics, mutual respect and deep knowledge of one another’s strengths, the desire to work together and help one another succeed and empowering environment of shared leadership – reinforce confidence in one another. All is done to ensure that the high academic achievement is maintained.
From the observations I made to arrest school decline, the government should avail funds to schools to renovate the classrooms, build more classrooms, build laboratories and better staff houses with running water and electricity to motivate and retain qualified teachers especially in rural schools.