Die voortgesette opleiding van skoolbeheerliggame : 'n taak van die skoolbestuurspan

D.Ed.This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis