Norms and values as an aspect of school culture : implication for school effectiveness

M.Ed.South Africa is currently undergoing transformation in general, and particularly in education. Educators are aware of the aspirations entertained in many hearts that could contribute towards a dispensation that will provide competitive opportunity and productivity through effective schools. There is a vision shared by all races of South Africa in which the quality of life will improve, with diversity not leading to divisiveness. There is a realisation that continuous, effectively implemented education can help make this a better nation (Henning, 1998:4). Education is crucial to South Africa's future growth, development and the upliftment of its people. A good education system should produce the skills the industrialising economy needs, the society that is wanted and the responsible citizens upon which our new democracy will depend (RSA 1996:1). Since the new dispensation, a number of acts have been passed, policies developed and frameworks put in place. The endless meetings, workshops, intervention programmes - though justifiable as they may be - must eventually lead to quality education service as expected by the majority (Communication Directorate, 1998:3). However, it has become increasingly difficult for the ordinary person to identify any change or quality effective education service. Something must be done. Policies on their own are not going to change things but commitment, dedication, preparedness and change of mindset are cornerstones for any change and excellence (Communication Directorate, 1998:3). Many learners are simply not prepared for work at their various levels and are misled into believing that they are. Thousands of grade twelve learners enter examination rooms at the end of the year without such basic knowledge as where to find the alimentary canal (Calitz, 1998:3). Many educators are simply not doing their work. It seems that character education with "core ethical values" such as respect, hard work, responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi). Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes" (Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift that caused a big problem" (Sunday Times, 3 October 1999:3). There is no instant solution to the problem and a tremendous effort will be required just to stop the decline and then to bring about a gradual improvement. It is not good enough to merely pay lip service to the idea: it should be realised that the magnitude of the effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3). The present situation is merely a symptom of an underlying malaise. It is clear that the contemporary society suffers severe social and moral problems such as the deterioration of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and an epidemic of violence. And, as typically the case, society's problems are most visibly reflected in its youth (Huffman, 1994:v). In response to these moral danger signs, interest in character education is steadily building. Character education is the best hope for addressing a wide range of academic and behaviour problems amongst both educators and learners (Huffman, 1994:vi). Having introduced the problem that this research hopes to clarify it seems pertinent to now state the research problem clearly