The Department of Basic Education, apart from SMT monitoring and evaluation, provides very little support to improve NSLA School NSC results. One recommendation is proposed to the NSLA School SMT while the other is addressed to the Department of Basic Education, both with the aim of improving the academic performance of students in the NSC examinations.
LIST OF APPENDICES
Background of the study
An even bigger concern is the poor performance of students in the National Higher Certificate (NSC) examination. The poor performance of students in the NSC examination has raised major concerns both educationally and publicly.
Rationale for the study
The SMT of the NSLA schools interact with the students of class 12 in various aspects related to the improvement of the NSC results. During their interaction, they experience a wide range of factors related to underachievement in grade 12 results within the context of the NSLA school.
Statement of the problem
In charge of student achievement is the SMT who are responsible for improvement in NSLA Schools. However, the role of SMT in NSLA schools is hampered by various factors within the context of NSLA that affect school management, teaching and learning.
Objectives of the study The objectives of this study are to
The growing demand for accountability in South African secondary schools has drawn attention to the SBS of NSLA schools. The SBS of NSLA schools seem to be facing sharp attacks from the Department of Education after receiving their final matric results.
Research questions
Significance of the study
Delimitations of the study
Due to the geographical location of the school with easily accessible transport routes from towns across Durban, the school's population is consistently increasing and attracting learners from major townships in Durban.
Structure of the study
The final chapter summarizes the research and presents a synthesis of the key findings of the study and recommendations based on these key findings.
Chapter summary
This chapter provides a critical review of the literature and the views of the various authors that have been researched on school management teams (SMTs) in underperforming schools. This chapter critically evaluates the role of SMTs with particular focus on the role functions important to improving NSC outcomes.
The role of School Management Teams (SMTs)
- The role of the SMT in improving learner academic performances
- The role of the SMT in supporting teaching and learning
- Managing the curriculum
- Policy formulation and implementation
- Planning
- Capacity building
- Developing a school improvement plan
- Effective leadership
- Building strong professional learning communities
- Socio-economic factors that impact on NSLA Schools
- Inequality in education
- Policy implementation
NSLA schools' SMTs plan, develop and implement policies that will lead to the improvement of NSC outcomes. The SMTs at NSLA schools are prioritizing the improvement of NSC results within their improvement plan for the academic year.
Positive effects of the NSLA
In South Africa, the promotion policy has resulted in large numbers of students reaching Grade 12 without passing the minimum requirements for promotion, burdening the SMT with responsibility and accountability for the low NSC performance contributed by these students .
Theoretical frameworks
- Kurt Lewin’s (1953) change theory
- Leadership for learning
- Vision for learning
- Instructional programme
- Curricular programme
- Assessment programme
- Communities of learning
It is the task of the leadership to direct the vision and mission of the school, which is done with different actors (Murphy et al. 2007). The curriculum deals with the main function of the school which is the teaching and learning programme. Leaders display sound knowledge of the curriculum and all aspects related to teaching and learning (Murphy et al. 2007).
Chapter summary
Introduction
Research paradigm
Research design
Research methodology
Sampling method
The school's selection was based on the previous three years' NSC results, which recorded pass rates of less than 60%, landing the school on the list of underperforming schools in KwaZulu-Natal and being classified as an NSLA school. The two documents selected for this study were the school's School Improvement Plan 2015 and the National Strategy for Learner Attainment (NSLA) Framework (2007). The school improvement plan was chosen because it contained the core strategies used by the school's SMT in their efforts to improve NSC outcomes.
Data generation methods
- Semi-structured interviews
- Documents reviews
The NSLA Framework (2007) was chosen as it is the policy that sets out the role function of SMTs within the framework of the NSLA School. The semi-structured interview is a favorable data generation method as it allowed the researcher to explore the participants' perceptions and experiences regarding the topic being researched and the use of probing questions helps to clarify and gain more information (Barriball & While, 1994). Based on the central research questions of this study, the semi-structured interview was a favorable data generation method as the flexibility, predetermined questions, probing and open-ended nature of the questions allowed the researcher to explore SMT perceptions and experiences regarding their roles, improvement strategies and the factors that affect the NSC results within the framework of the NSLA school.
Data analysis
The two documents were analyzed based on the literal meaning of the text and the interpretation over and above the literal text (Hitchcock & Hughes, 1995). By analyzing and interpreting the NSLA Framework other than its literal meaning, it was hoped that insight would also be gained through the experiences of SMTs within the context of the NSLA School. The transcribed interviews were then read several times to gain an understanding of the data collected.
Issues of trustworthiness
- Credibility
- Transferability
- Dependability
- Confirmability
Transferability concerns the way in which the results of the study can contribute to other situations (Shenton, 2004). Reliability is related to the consistency of the findings of the research study (Lincoln & . Guba, 1985). To ensure confirmability in this study, an audio recorder was used, and I also took notes during the interviews for authenticity of the data.
Ethical considerations
- Voluntary participation
- Informed consent
- Confidentiality and anonymity
Shenton (2004) states that the research findings should be the views and experiences of the participants and not those of the researcher. After being informed of the nature of the study, all participants agreed to participate voluntarily in the study. A meeting was organized in which each participant was informed about the nature of the study.
Limitations of the study
To ensure the confidentiality of all data collected, both the data and the audio recordings were locked in the research supervisor's cabinet in his office at UKZN (Edgewood Campus) for a minimum period of five years. After five years, all electronic data will be deleted and information from the researcher's computer will be deleted. I will provide completed paper copies to research participants and a completed paper copy will be provided to the gatekeeper.
Chapter summary
The previous chapter presented a discussion of the research design and methodology used to generate data to answer the research questions. The presentation and discussion of the data generated in this chapter is based on the two data generation methods. This chapter is divided into four main themes, and they are as follows: (a) the role of the School Management Team in improving the National Senior Certificate (NSC) leads to a National Strategy for Learner Achievement (NSLA) School (b) The ways on which the School Management Team (SMT) overcomes the challenges in an NSLA school (c) Challenges faced by the SBS within an NSLA school (d) the positive factors within the NSLA school.
Profiling of participants and the school
- Mr Arthur (School principal)
- Mr Blake (Head of Department-Languages)
- Mr Colbert (Head of Department-Humanities)
- Mr Danefield (Head of Department-Afrikaans & LO)
- Mr Elsen (Head of Department-Science & Mathematics)
Before discussing the themes, the profiles of the participants are presented and the chapter ends with the chapter summary. Mr. Colbert was 58 years old, had 33 years of teaching experience and had served as HOD for the past 18 years. Mr Elsen has served as HOD for 15 years and has also held the position of acting deputy principal of the school.
The role of the School Management Teams in improving the NSC results in a NSLA School
- Management duties
- Curriculum management
- Administrative tasks
- Managing discipline
- Planning of educational programmes to improve the NSC results
- Instructional leadership role of the principal
NSLA school SMTs focus their time and energy primarily on 12th grade students to ensure improvement in NSC results. The SMT in this school considers planning as an integral aspect in ensuring improvement in NSC results. The SMT is responsible for designing intervention classes aimed at improving NSC outcomes.
The role of the SMT in addressing challenges in an NSLA School
- Supervision of educators
- Supporting teaching and learning
- Teamwork
- SMTs interaction with parents
- Motivation
Mr Arthur considers the management of teaching and learning to be the core task of the SMT. The SMT at this school NSLA School has provided some support to both teachers and students to improve NSC results. The SMT at this school recognizes that teamwork is important to improving NSC results.
Challenges faced by the SMT within an NSLA School
- Time spent by the SMT on NSC intervention programmes
- Substance abuse and peddling by learners
- Lack of management training for the NSLA School
- Lack of parental involvement
- Impact of the progression policy on the NSC results and the SMT
- Low morale amongst SMT
- Poor attitude among grade 12 learners
- Socio-economic ills of the community
- The impact of the language barrier on the NSC results
- Lack of cooperation from teachers
- Lack of support from the Department of Basic Education
- Monitoring and evaluation by Department of Basic Education
- Autocratic leadership
Due to poor NSC results and NSLA categorization, SMT is pessimistic about improvement in NSC results. SMT is confident that they have done all they can to improve the NSC results. The Department of Basic Education conducts regular inspections at this school based on the persistently poor NSC results.
Chapter summary
I thought that by presenting the findings this way, I would have an easier time organizing them first. Second, I thought it would be easier to assess the extent to which the research questions were addressed.
Summary of the study
Research questions restated
- What is the role that school management teams play in improving the NSC results in a NSLA school?
- What are the factors that negatively and those that positively affect the school management teams initiatives in improving the NSC results within the NSLA School?
- How do school management teams overcome the challenges they encounter when improving the NSC results?
One of the roles played by the SMT in ensuring an improvement in NSC outcomes was curriculum managers. The data showed that the SMT in the NSLA school performed many more administrative duties than other schools. The data shows that there are a large number of negative factors impacting the SMT regarding the improvement initiatives focused on the NSC results.
Recommendations
- The need for SMTs to work as teams or groups to enhance learner academic performances in the NSC examinations
- The Department of Basic Education’s role in providing support to the SMT of NSLA Schools
It is recommended that the SMT of NSLA schools work as a team in developing and implementing improvement initiatives for Grade 12 students. The SMT should work as a team on all improvement initiatives aimed at improving NSC outcomes. The data has shown that there is a lack of constructive and practical support from the Ministry of Basic Education to the SMT of NSLA schools.
Chapter summary
Conclusion
The role of school leadership team members in curriculum implementation and management: A case study of selected schools in Gauteng Province (Republic of South Africa). Exploring the impact of school leadership on student outcomes: results from a study of academically improving and effective schools in England. The role and functioning of school management teams in the formulation and implementation of school-level policies.
List of Appendices
Template of consent letter requesting permission from KZN Department of Basic Education
This research study will be conducted with six SMT members employed at the school: four HODs, one Deputy Principal and Principal. I will also analyze the school's 2015 School Improvement Plan and the NSLA Framework (2007) to confirm my findings from the interviews. To ensure the protection of the school and the participants, I will ask all participants to use aliases or disguised names for the interviews.
Template of consent letter requesting permission from school principal GATEKEEPER PERMISSION
For inquiries about ethics, please contact Ms Phumelele Ximba at or email her at [email protected].
Appendix 3: Template of letter requesting school management team members to participate
Template of informed consent letters to participants DECLARATION FOR PARTICIPANTS
Semi-structured interview instrument for participants
Is there any way, in your opinion, that you think these factors can be overcome to ensure improvement in the NSC results? Please elaborate
Instrument for documents review Title of document
Turnitin Certificate
