Typologies of underperforming schools: evidence from the Western Cape Province of South Africa

Abstract

The research examines underperforming secondary schools in the Western Cape Province of South Africa. Using a representative sample of underperforming schools, the researchers collected data from principals, teachers, school management teams (SMTs), learners and school governing bodies (SGB). The research findings indicate that underperforming secondary schools are not a homogenous group since they can be divided into three distinct categories. These three typologies of underperforming secondary schools are discussed in detail in this paper. Schools are divided into these typologies on the basis of a selected number of school level and out of school factors. Researchers argue that academic performance is primarily linked to the collaborated efforts of teachers, principals, parents and learners. The central role played by leadership and management in education outcomes cannot be overstated in this regard. There is also consensus that that the wider social and economic environment have a profound effect on the educational attainment of learners.