Narratives of parent governors’ roles and responsibilities: A case of two rural schools in South Africa
The primary purpose of this study was to investigate narratives of parent governors’ roles and responsibilities. The study considered how parent governors are haunted by giving principals their power to govern and neglect their roles and responsibilities as mandated by South African Schools Act (SASA. A qualitative narrative approach was applied to data. Narrative interviews were used to gather data from six participants. Purposive sampling was used to select the six participants. Data analysis provided cogent answers to why parent governors shift their governance roles and responsibilities to one member of school governing body (SGB), being the principal. Findings suggest that problems still exist around issues of understanding and implementation of SASA especially in the sampled schools. Parent governors find it difficult to use their governance powers.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0064
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada