Complex Dynamics of the School Governing Body in Using an Integrated Management Approach to Maintain Discipline among Learners

Abstract

The introduction of the South African Schools Act 84 of 1996 (SASA) brought about a participatory decision-making approach to school governance and professional management. This approach established school governing bodies (SGBs) and significantly influenced their roles and functions. As a result of this shift, the principal is no longer the sole decision-maker in the school. The principal's role in school management and governance has shifted to focus on being the key figure most influenced by the participatory decision-making process and the primary implementer of School Governing Body (SGB) policies.  This study explored the experiences of SGBs in using an integrated management approach to undertake their role in maintaining discipline in high schools in the context of multiple deprivations. This research employed a qualitative approach, using interviews and document analysis to collect data from a targeted group of participants, including two teachers, four SGB members who are also parents, and two student leaders. The collected data were analyzed using thematic analysis, with the findings organized into relevant themes. The findings highlight key factors contributing to disciplinary challenges among learners in schools, including the absence of positive role models in the community, inadequate training for individuals managing disciplinary issues, unstable societal behaviours, dysfunctional family dynamics, and minimal parental involvement in their children's education. It was recommended that integrated management seminars be organized to educate all stakeholders on their roles in addressing learner discipline. Additionally, programs should be implemented to enhance parental involvement in schools. Furthermore, schools should collaborate with the community to address poverty effectively.