Collaboration between school governing bodies and school management teams as an aspect of school effectiveness

M.Ed.After the training of School Governing Bodies (SGBs) on the South African Schools Act (SASA) 84 of 1996, in the new democratic dispensation, they were expected to implement their roles and functions effectively and as stipulated in the Act. At first SASA aimed at building an equal and similar education system in all South African schools (uniformity), and it was also expected that SASA would assist SGBs to contribute positively to development in schools, especially with regard to learner performance. However, fifteen years after the Act was introduced, the details of SASA have not been seen by some SGBs. Today, there are still neighbouring schools performing and underperforming, even though they face the same challenges contextually and the SGBs have received similar training. This motivated the researcher to determine why SGBs in some schools contribute positively to learner performance through being knowledgeable with SASA and implementing it. Above all, it was also important to establish the kind of relationship the SGBs have with other stakeholders, with specific focus on the SMTs who are responsible on a daily basis for ensuring effective teaching and learning is taking place, aimed at improving learners’ performance. The focus of the investigation is on the perceptions and experiences of SBGs with regard to their collaboration with SMTs for school effectiveness, and the purpose is to explore, investigate, understand and determine the perceptions of SGBs with regard to their collaboration with SMTs as an aspect of school effectiveness. The aim was to research what is currently taking place in schools, and how members of these groups perceive the importance and usefulness of collaboration and knowledge of SASA in enabling the SGB to work together with an SMT for the school to be perceived as effective. The qualitative research methods follow a basic interpretive approach, focusing on the descriptive, contextual and exploratory nature of the inquiry, through semi-structured interviews. This allows an in-depth study of the perceptions to be interpreted and observed. Findings were drawn from categories and themes, and recommendations concluded. The research study revealed a need to enforce a good relationship and partnership between SGB and SMT through a policy to establish collaboration between the two structures, which in return should contribute to school effectiveness. This would also be evident through improvement of learners’ performance and school results. The study revealed that SGBs need to be thoroughly trained in SASA and sufficiently knowledgeable to implement their functions and tasks effectively, thus in turn contributing to the creation of a platform for further collaboration. Through collaboration of these two structures there are opportunities created for improved communication lines, regular meetings, teamwork, shared visions, and negotiations. The existence or creation of collaborative relationships between SGBs and SMTs influences and forms one of the aspects that contribute to school effectiveness. The result of collaboration between SGB and SMT is success, measurable in terms of school effectiveness