MANAGING SCHOOL FINANCES: PERCEPTIONS AND EXPERIENCES OF GOVERNING BODY MEMBERS IN SCHOOLS IN AN INFORMAL SETTLEMENT

Abstract

The South African Schools Act (84 of 1996) decentralises school governance and assigns the management of school finances to their respective governing bodies. In line with the specific classification of each school, school governing bodies are assigned the same functions irrespective of the location of the school, its size and complexity, or the profile of their members. Given their different operational contexts, the extent to which school governing bodies discharge their assigned duties and responsibilities with desired effectiveness differs. This paper is drawn from a qualitative multi case study on shared decision-making in five Soweto secondary schools. The paper is, restricted to findings with regard to two secondary schools based in the informal settlement area of the township and the research question: how do parent members of the school governing body perceive and experience their role in managing school finances? The analysis of data followed Tesch’s steps for open coding. It emerged from the analysis of data that parent-members of SGBs had limited understanding of what constitutes their role and responsibilities regarding the management of school finances. They also lack the capacity to discharge their assigned duties and responsibilities. The effective management of school finances in the SGB is further hampered by the poor internal support structures, and undemocratic practices among SGB members.