The role of school management teams in improving Grade 12 learners' performance in Vhembe Education District, Limpopo

Abstract

The study explored the roles of the school management teams in improving Grade 12 learners’ performance in the Vhembe Education District, Limpopo. There was a need to conduct this research to establish the roles of school management teams (SMTs) in improving Grade 12 learners’ performance in the Vhembe Education District. The study was conducted using a qualitative approach; the data was collected using semi-structured interviews and document analysis in which three schools were selected through purposive sampling. Two heads of departments, three deputy principals and three principals in the Vhembe Education District participated in the study. The data was analysed using thematic approach. The study was framed by a conceptual framework made up of concepts gleaned from the theory of instructional leadership. Among the major findings of the study, SMTs were found to be the core in improving learning outcomes in Grade 12. Data further showed that the SMTs identified the training needs from the Quality Management System (QMS) summative evaluation reports and other monitoring reports. Curriculum challenges were identified through advanced curriculum planning. The SMTs used the school improvement plans as a strategy to demand accountability from the educators. The well-planned enrichment programmes and the SMTs commitment to implement the intervention strategies in the schools had an impact on learner performance. The findings also showed that effective principals are able to influence active participation of parents and it enhances teaching and learning in the school. The study recommended Continuous Training of SMTs on instructional leadership and impact assessment. The study also recommended advance and strategic curriculum planning in the school, professional support for orphans and vulnerable children in the school. Finally, strengthen school safety and intermittent promotion/advocacy of the progression policy.

Die studie het die rolle van die skoolbestuurspanne ondersoek om die prestasie van graad 12- leerders in die Vhembe Onderwysdistrik, Limpopo, te verbeter. Dit was nodig om hierdie navorsing te doen om die rolle van skoolbestuurspanne (SBS'e) in die verbetering van graad 12-leerders se prestasies in die Vhembe Onderwysdistrik vas te stel. Die studie is met behulp van 'n kwalitatiewe benadering uitgevoer en die data is versamel deur middel van semi gestruktureerde onderhoude en dokumentanalise waarin drie skole deur middel van doelgerigte steekproefneming gekies is. Twee departementshoofde, drie adjunkhoofde en drie skoolhoofde in die Vhembe Onderwysdistrik het aan die studie deelgeneem. Die data is geanaliseer volgens 'n tematiese benadering. Die studie is opgestel deur 'n konseptuele raamwerk wat bestaan uit konsepte uit die teorie van onderrigleierskap. Onder die belangrikste bevindings van die studie was dat SBS'e die kern was van die verbetering van leeruitkomste in Graad 12. Gegewens het verder getoon dat die SBS die opleidingsbehoeftes geïdentifiseer het uit die Summative Evaluasieverslae van die Quality Management System (QMS) en ander moniteringsverslae. Kurrikulumuitdagings is geïdentifiseer deur middel van gevorderde kurrikulumbeplanning. Die SMT's het die skoolverbeteringsplanne gebruik as 'n strategie om aanspreeklikheid van die opvoeders te eis. Die goed beplande verrykingsprogramme en die SMT-verbintenis om die intervensiestrategieë in die skole te implementeer, het 'n invloed op die leerderprestasie gehad. Die bevindings het ook getoon dat effektiewe skoolhoofde 'n invloed kan hê op die aktiewe deelname van ouers, en dit verbeter die onderrig en leer in die skool. Ten slotte word die deurlopende opleiding van SBS'e aanbeveel vir onderrigleierskap en impakstudie, vooruitgang en strategiese kurrikulumbeplanning in die skool. , Professionele ondersteuning vir weeskinders en weerlose kinders in die skool, Versterk skoolveiligheid en intermitterende bevordering / voorspraak vir die vorderingsbeleid.

Phuputso e ile ya lekola mesebetsi ya dihlopha tsa botsamaisi ba sekolo ho ntlafatsa tshebetso ya baithuti ba Kereiti ya 12 Lebatoweng la Thuto la Vhembe, Limpopo. Ho ne ho na le tlhoko ea ho etsa lipatlisiso tsena ho theha likarolo tsa lihlopha tsa botsamaisi ba sekolo (SMTs) ho ntlafatsa ts'ebetso ea baithuti ba Kereiti ea 12 Seterekeng sa Thuto sa Vhembe. Phuputso e entsoe ka mokhoa oa boleng bo holimo mme tlhaiso-leseling e ile ea bokelloa ho sebelisoa lipuisano tse hlophisitsoeng hantle le tlhahlobo ea litokomane moo likolo tse tharo li ileng tsa khethoa ka ho etsa mohlala. Dihloho tse pedi tsa mafapha, batlatsi ba hlooho ya hlooho tse tharo le dihlooho tse tharo Lebatoweng la Thuto la Vhembe ba nkile karolo thutong. Lintlha li ile tsa hlahlojoa ka mokhoa o hlakileng. Phuputso e entsoe ke moralo oa mohopolo o entsoeng ka likhopolo tse fumanoang khopolong ea boetapele ba thuto. Har'a tse fumanoeng haholo tsa boithuto, li-SMT tse fumanoeng e le khubu ea ho ntlafatsa sephetho sa ho ithuta Kereiting ea 12. Lintlha li boetse li bonts'a hore SMT e khethile litlhoko tsa koetliso ho tsoa ho litlaleho tsa tlhahlobo ea boleng bo holimo ba Sisteme ea Tsamaiso ea Boleng bo Kopaneng (QMS) le litlaleho tse ling tsa tlhahlobo. Liphephetso tsa kharikhulamo li fumanoe ka moralo o tsoetseng pele oa kharikhulamo. Li-SMT li sebelisitse merero ea ntlafatso ea sekolo e le leano la ho batla boikarabello ho matichere. Mananeo a ntlafatso a hlophisitsoeng hantle le boitlamo ba li-SMT ba ho kenya tšebetsong maano a ho kenella likolong a bile le phello ho ts'ebetso ea moithuti. Liphuputso li boetse li bontšitse hore lihlooho tsa sekolo tse atlehang li khona ho susumetsa ho nka karolo ka mafolofolo ha batsoali mme e ntlafatsa ho ruta le ho ithuta sekolong mme qetellong, thuto e boetse e khothalelitse Thupelo e Tsoelang Pele ea li-SMTs mabapi le boetapele ba thuto le tlhahlobo ea litlamorao, nts'etsopele le moralo oa moralo oa kharikhulamo sekolong Ts'ehetso ea litsebi bakeng sa likhutsana le bana ba tlokotsing sekolong, Ho matlafatsa polokeho ea sekolo le ho phahamisa / ho buella leano la tsoelo-pele.