School Management Teams Research Articles

Beginner teachers’ experiences of transdisciplinary demands of a school curriculum

This article focuses on the experiences of beginner teachers of the transdisciplinary demands evident in school curricula. A detailed inductive thematic analysis of open-ended interviews with ten beginner teachers from socially diverse South African schools provided rich data on their experiences of these demands. Rapid changes in the South African school curriculum since 1994 are discussed against the backdrop of participants’ real lived experience during their first three years of teaching and are posed as main reason for transdisciplinary demands on beginner teachers. Despite the socio-economic differences between schools, all participants experienced the same cognitive and emotional dissonance during their first years of teaching. All participants’ related experiences of heightened levels of confusion, fear of failure to meet demands of school management teams, frustration of not being able to effectively teach subjects for which they had been trained and concern about the influence of their lack of knowledge in unfamiliar subjects on learners. Drawing on the concept of an ‘ideal’ transdisciplinary approach, this article explores the ways in which transdisciplinary demands within the transitional space of the state of the South African educational system compound challenges faced by beginner teachers. Recommendations for tertiary teacher training programmes are briefly suggested in the conclusion.

Avaliações externas e o Índice de Desenvolvimento da Educação Básica no contexto da Nova Gestão Pública: Uma análise do programa Escola de Gestores na Universidade Federal de Ouro Preto sob a perspectiva dos agentes de base em educação

Este artigo analisa as percepções dos professores atendidos pelo Programa Escola de Gestores na Universidade Federal de Ouro Preto em relação às avaliações externas e o Índice de Desenvolvimento da Educação Básica (Ideb). Os professores e membros da equipe de gestão da escola são os agentes públicos de base que traduzem e implementam as políticas públicas desenhadas no nível estratégico pelos diversos governos. Para o caso do Ideb, compreender como esses sujeitos agem e como pensam é importante a fim de desvendar como as avaliações externas têm sido processadas nas escolas e quais possíveis desdobramentos são ali produzidos. A literatura revela que tal indicador tem promovido mudanças na dinâmica cotidiana escolar e no nível das secretarias de educação, muitas vezes impulsionadas por ações de responsabilização em um contexto de políticas públicas de um estado gerencialista. Nesta pesquisa foram realizadas dezesseis entrevistas em oito escolas públicas com a equipe de gestão nos municípios de Mariana, Ouro Preto, João Monlevade e Itabira (Minas Gerais). A análise revelou que as avaliações externas e o Ideb causam um efeito indução na escola, promovendo a vinculação dos professores em relação ao projeto pedagógico, aumento do número de reuniões pedagógicas e uma preocupação com o planejamento curricular. As entrevistas também revelaram que tais movimentos dependem do perfil das lideranças escolares. O envolvimento das equipes de gestão é um aspecto central para que os profissionais que nelas atuam se comprometam nesse processo. Por outro lado, as entrevistas evidenciaram que o Ideb tornou-se um instrumento regulatório das políticas avaliativas educacionais, voltado para a mensuração de resultados, o que contribui para a geração de um mal estar entre os profissionais e as escolas, revelando práticas sutis e naturalizadas de accountability.

Principals’ boundary activities and school violence: The mediating role of school management teams

The call for a more holistic approach to cope with school violence motivated the present study. The present model postulates that effective teamwork at the school management team level can have a positive impact on the level of school violence. Specifically, the model examined the mediating role of school management team effectiveness (in-role performance and innovation) in the relationship between the organizational-level factors of principals’ internal and external boundary activities and school violence. Data was collected from a survey of 692 school members and 92 principals in Israel. The structural equation model confirmed the main hypotheses and indicated that school management team effectiveness fully mediated the relationship of principals’ internal boundary activities to school violence. These results carry important practical implications for policymakers to help schools manage school violence issues. Understanding how the principals’ boundary activities can enhance school management team effectiveness by facilitating improved knowledge exchange and social relationships is important and may provide a mechanism to decrease school violence. The implications of these findings for both theory and practice are discussed.

Causas del fracaso escolar: Un análisis desde la perspectiva del profesorado y del alumnado

The problem of school failure is a topic of special relevance, due in large part to the high percentage of students who do not successfully complete compulsory education. School failure, as well as school success, is determined by multiple causes, components or factors, as well as causes related to the student, the school and the family. The objective of this work is to analyze the causes of school failure from the perception of students, teachers and secondary school management teams. A descriptive study with a quantitative approach is carried out. The information is collected through a questionnaire, with proven validity and reliability, in its different dimensions. The participants in the study are: 757 students, 221 professors and 116 managers and heads of department of 17 Educational Centers of Valencia. The results indicate that the most important causes of school failure are, first, the student’s commitment to the study and, secondly, the involvement of the family in education. More especially the students give importance to the effort, the teachers to the socialization problems of the students and the management teams to the responsibility of the student and the family in the learning process. In addition, it is verified that there are statistically significant differences in the responses of the students, the professed and the management teams. Finally, the results are discussed.

Issues and challenges in managing curriculum change in primary schools: A case study of managing Year Four History Curriculum in the District of Kuala Selangor, Malaysia

The case study aimed to explore and explain the issues and challenges experienced in the management of curriculum change in primary schools. This was done by analysing the management of curriculum change brought about by the introduction the History curriculum for the Year Four Primary Schools Standard based Curriculum. This case study used a descriptive- interpretative approach grounded in the qualitative research tradition. Precisely, it is an instrumental case study. Data was collected through analysis of documents, in-depth interviewing (based on semi-structured interviews) and the direct observations of learning and teaching of History lessons. It was located within the context of eight selected schools (four National Primary Schools and four Tamil Type National Primary schools). A total of twenty eight respondents were interviewed. The findings show that the respondents did face issues and challenges in managing the Year Four History curriculum. They were pertaining to curriculum content, teaching and learning process, assessment, availability and utilization of time, training and staff development, physical facilities. The findings of this study can assist curriculum developers, curriculum administrators, school management team and teachers in managing the Year Four History curriculum. They were pertaining to curriculum content, teaching and learning process, assessment, availability and utilization of time, training and staff development, physical facilities. The findings of this study can assist curriculum developers, curriculum administrators, school management team and teachers in improving quality of primary school curriculum change management.

The management and governance of racial integration in public secondary schools in Gauteng

The main purpose of this paper was to establish the effectiveness of school management and governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin’s Change Management Theory. A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. Keywords: governance, management, racial integration; Critical Race Theory, Lewin’s Change Management Theory

La percepción de los docentes de Bachillerato sobre un proyecto de aprendizaje-servicio. Un estudio de caso

<p>El aprendizaje y servicio es una metodología que ha tomado auge en las últimas décadas, conectada al desarrollo de competencias sociales y cívicas que despiertan el interés del alumnado por las tareas académicas. En este momento es necesario contar con investigaciones que evidencien los resultados que se obtienen con esta metodología en contextos reales de enseñanza, de modo que permitan orientar otras iniciativas y extraer conclusiones transferibles a contextos educativos. En este sentido, presentamos los resultados de un estudio de caso en el que se evalúa el proyecto "Atocha Solidaria", desarrollado en un centro educativo de Madrid, España, en el que han participado 13 docentes de Bachillerato. En este trabajo se ha analizado la opinión del profesorado que participa en el proyecto, desde un punto de vista cualitativo. Para recoger la información se ha utilizado una entrevista semiestructurada. Los resultados obtenidos muestran una valoración muy positiva por parte de los docentes, especialmente por su repercusión en el aprendizaje del alumnado, en su motivación y en el desarrollo de competencias sociales y digitales, además han destacado la implicación y participación del profesorado del centro y el apoyo del equipo directivo.</p>

A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

Background/ContextIncreasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team.Purpose/ObjectiveThe present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental.Research DesignQuantitative study.Data Collection and AnalysisData were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal.Findings/ResultsANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation.Conclusions/RecommendationsPrincipals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.

Learners as leaders in Namibian schools: taking responsibility and exercising agency

Educational leadership and management (ELM) research has, all-too-often, attributed a positional quality to leadership and equated school leadership with the principal at the top of the management hierarchy. We argue that leadership is not limited by formal authority and can be exercised by individuals and groups other than the principal. Of specific interest to us is the leadership of learners. However, research in this niche area is limited, and particularly so in African countries such as Namibia. Framed by the concepts of learner voice and democratic citizenship, this article focuses on the leadership development of Namibian school learners and argues that learners should be treated as people whose ideas matter. It draws on a Bachelor of Education Honours ELM elective which required Honours students (practicing teachers) to establish leadership clubs in their schools and involve learners in a change initiative in pursuit of leadership development. The research which informed this article was designed as a case study to explore learner voice and the development of leadership across extra-curricular leadership clubs in 32 Namibian schools. Data were generated from a number of different sources and analysed thematically. The purpose of this article is two-fold; first to give a broad overview of the 32 Namibian clubs and show, through the identification of the focus areas of their club projects for the year, ‘what mattered’ to learners, and second to discuss, in detail, one of these 32 clubs. On the basis of our findings, we argue that learners can indeed be developed as leaders through the introduction of learner leadership clubs in schools. Given the appropriate forum, learners are able to articulate what matters to them in schools; they are able to develop a voice. Given the right conditions and concomitant support, learners can enact leadership, particularly when they have conceptualised the school change initiative. Because learners are central to school life, they are well placed to bring about school change. Yet, we caution, the leadership development of learners is unlikely to be sustained without bold and continued leadership on the part of teachers and the school management team.

Religious education in state primary schools: the case of Catalonia (Spain)

In a pluricultural and multi-religious world, with high levels of social secularisation, the role of religious education in schools (especially in state-funded schools) has inundated political and academic debate throughout Europe, which is becoming increasingly more committed to integrating, non-confessional models. In this context, it is essential to analyse how religious education is managed in countries whose relationship between state and religion is still firmly rooted (as is the case of Spain), and what the action of schools and families is in contexts where confessional religion is maintained in schools. Based on a quantitative study of 380 representatives of primary school management teams, it is seen that one in four schools does not teach any type of religion, either due to a lack of demand from families or because the school chooses not to do so. In addition, the study shows the practical limitations of the confessional model to provide a response to the religious and secular diversity of our time, as the implementation of minority confessions is very scant while there is a primacy of the catholic confession in the religion subject.

Exploring perceived sources of conflict among educators in three Eastern Cape schools

Conflict is part of organisations and manifests between people in various contexts, including in schools. The purpose of this exploratory intrinsic qualitative interpretive case study was to explore the causes of conflict among teachers in three primary schools residing in previously disadvantaged social contexts, as previous studies have not explored these perceived causes among primary school teachers and neither have these studies been able to frame the causes by means of a conceptual nor Bourdieuan lens. Exploring conflict as tensions are important as it has the potential to result in dysfunctional conflict that negatively impact on the teachers, learners and learning. Purposive sampling was used and fifty-nine educators participated from three primary schools in Port Elizabeth, South Africa. Qualitative data was gathered using semi-structured individual interviews, focus group interviews and an open-ended questionnaire. The six categories of the conflict cube of Bradshaw were used to indicate the six main themes, namely relationship conflicts, value conflicts, data conflicts, structural conflicts, interest conflicts and needs-based conflict. The categories associated with each of the main themes are presented as sub-sets by utilising the categorisation properties of a conflict cube. A Bourdieuan lens has also been utilised to interpret the data. The findings suggest that principals, School Management Teams (SMTs) and educators have to be made aware what causes conflict within the field to enable all role players to be more cognisant of these issues in order to become more proactive in their day-to-day interactions within the school context. It is proposed the visual participatory methodologies are explored as tools to assist with the drafting of policies.

Towards an Effective Management on the Teaching and Learning of Accounting in Secondary Schools

Object: The aim of the study was to investigate various ways in which the Accounting educators and the School Management Teams (SMTs) manage the teaching and learning of Accounting in secondary schools. Methodology: A qualitative approach which was modeled on the case study research design was used to find out ways the teaching and learning of accounting are managed in schools. Two schools were selected in Mafikeng area of the North West Province to participate in the study, where interviews and observations were used to collect data. Participants included all the SMTs that contribute to the management of teaching and learning of accounting and consisted of the principal, deputy principal and the accounting HoDs in the two schools. Accounting educators were interviewed and observed while teaching. The data was analyzed and the findings were presented and discussed. The main findings of this study revealed that: there are various number management strategies which were employed by the schools to manage the teaching and learning of accounting. These strategies include; supporting accounting educators, providing teaching and learning of resources to accounting educators and learners, supervising the teaching and learning of accounting in the classroom and providing exchange programs for accounting learners. The study recommends that training; support and action plan approaches should be used by the SMTs, accounting educators and Department of Education (DoE) to manage the teaching and learning of accounting in secondary schools. Conclusion: The researcher concludes that the study might inform SMTs and accounting educators on the various ways in which they can manage the teaching and learning of accounting.

FÓRUNS DE AVALIAÇÃO QUALITATIVA NA ESCOLA DE EDUCAÇÃO BÁSICA DA UNIVERSIDADE FEDERAL DE UBERLÂNDIA

The main purpose of the current article is to present and dialogue about a proposal of qualitative evaluation developed within the Basic Education School of the Federal University of Uberlândia (UFU). It is about the realization of Class Forums in the initial years of basic education. The Class Forum consists in a proposal of qualitative evaluation which principle is to propitiate to the student a moment of learning, an experience of exercise of citizenship, in which it is possible to evaluate himself, the other one, the context around him, as well as being evaluated, listening and discussing about the matters lived in school’s daily routine besides pointing possible solutions. In a motion that intends to join the learning of contents and the students full development, aiming his emotions. Therefore, with a proposition that involves teachers who work with the classes, school management teams and School Psychology teams, the Class Forums have a structure and organization which enabled and concretized a collective proposal in which everyone who is involved exerts the dialogicity. &nbsp

Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa

This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/participant researchers with the intention of strengthening systemic thought and action toward fostering inclusive education in the setting (a rural school in the Eastern Cape in South Africa). We reflect upon the process and also how our engagement was perceived by participants, as expressed in feedback received from them. We point to how Tlale introduced the idea of systemic thinking (to teachers, school management team, school governing body, and a district officer for the district) as tied to the possibility of acting to generate transformation toward a more inclusive educational context for the benefit of the learners at the school in question, thus acting as a systemic mediator on their behalf.

Investigating the Management of Diversity in Former Model C Schools in Gauteng

The purpose of this article is to investigate the management of diversity in the staffroom of former model C schools in South Africa. Use was made of a structured questionnaire to probe the perceptions of teachers regarding the management of diversity. A factor analytic procedure and statistical testing indicated that four underlying factors enhance diversity management. These factors were, aspects enhancing the management of diversity, aspects cultivating a culture of mutual respect, aspects impeding the management of diversity and critical aspects influencing the management of diversity in the staffroom. Based on its findings, this study recommends that further investigation into the management of diversity be conducted in the context of a growing diverse staff and learner growth in the previously Whites-only schools. As schools continue to face the challenges of managing diversity, the need to build capacity among school management teams and teaching staff is imperative.

Adapting the ASSIST model of informal peer-led intervention delivery to the Talk to FRANK drug prevention programme in UK secondary schools (ASSIST + FRANK): intervention development, refinement and a pilot cluster randomised controlled trial

BackgroundIllicit drug use increases the risk of poor physical and mental health. There are few effective drug prevention interventions.ObjectiveTo assess the acceptability of implementing and trialling two school-based peer-led drug prevention interventions.DesignStage 1 – adapt ASSIST, an effective peer-led smoking prevention intervention to deliver information from the UK national drug education website [see www.talktofrank.com (accessed 29 August 2017)]. Stage 2 – deliver the two interventions, ASSIST + FRANK (+FRANK) and FRANK friends, examine implementation and refine content. Stage 3 – four-arm pilot cluster randomised control trial (cRCT) of +FRANK, FRANK friends, ASSIST and usual practice, including a process evaluation and an economic assessment.SettingFourteen secondary schools (two in stage 2) in South Wales, UK.ParticipantsUK Year 8 students aged 12–13 years at baseline.Interventions+FRANK is a UK informal peer-led smoking prevention intervention provided in Year 8 followed by a drug prevention adjunct provided in Year 9. FRANK friends is a standalone informal peer-led drug prevention intervention provided in Year 9. These interventions are designed to prevent illicit drug use through training influential students to disseminate information on the risks associated with drugs and minimising harms using content from www.talktofrank.com. Training is provided off site and follow-up visits are made in school.OutcomesStage 1 – +FRANK and FRANK friends intervention manuals and resources. Stage 2 – information on the acceptability and fidelity of delivery of the interventions for refining manuals and resources. Stage 3 – (a) acceptability of the interventions according to prespecified criteria; (b) qualitative data from students, staff, parents and intervention teams on implementation and receipt of the interventions; (c) comparison of the interventions; and (d) recruitment and retention rates, completeness of primary, secondary and intermediate outcome measures and estimation of costs.Results+FRANK and FRANK friends were developed with stakeholders [young people, teachers (school management team and other roles), parents, ASSIST trainers, drug agency staff and a public health commissioner] over an 18-month period. In the stage 2 delivery of +FRANK, 12 out of the 14 peer supporters attended the in-person follow-ups but only one completed the electronic follow-ups. In the pilot cRCT, 12 schools were recruited, randomised and retained. The student response rate at the 18-month follow-up was 93% (1460/1567 students). Over 80% of peer supporters invited were trained and reported conversations on drug use and contact with trainers. +FRANK was perceived less positively than FRANK friends. The prevalence of lifetime illicit drug use was 4.1% at baseline and 11.6% at follow-up, with low numbers of missing data for all outcomes. The estimated cost per school was £1942 for +FRANK and £3041 for FRANK friends. All progression criteria were met.ConclusionsBoth interventions were acceptable to students, teachers and parents, but FRANK friends was preferred to +FRANK. A limitation of the study was that qualitative data were collected on a self-selecting sample. Future work recommendations include progression to a Phase III effectiveness trial of FRANK friends.Trial registrationCurrent Controlled Trials ISRCTN14415936.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 7. See the NIHR Journals Library website for further project information. The work was undertaken with the support of the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer). Joint funding (MR/KO232331/1) from the British Heart Foundation, Cancer Research UK, the Economic and Social Research Council, the Medical Research Council, the Welsh Government and the Wellcome Trust, under the auspices of the UK CRC, is gratefully acknowledged.

Equipe gestora: resignificações possíveis no contexto escolar

O presente artigo quer problematizar o papel da equipe gestora da escola, (re)significando sua ação frente aos desafios e desassossegos causados pela sociedade hodierna. Traz reflexões acerca de como essa poderá estar planejando o conjunto de atividades pedagógicas, definindo metas, organizando recursos e esforços para alcançar resultados no cotidiano de aprendência do educando. A investigação se caracterizou como bibliográfica, descritiva e de abordagem qualitativa. Deste modo, faz-se necessário refletir uma nova forma de gestar a escola, (re)elaborando, assim, as competências e os conhecimentos éticos e políticos. Palavras chave: equipe gestora, sociedade hodierna, educação.

A secondary school teacher’s experiences as a victim of learner cyberbullying

ABSTRACTThis instrumental case study reports on the unique experiences of a secondary school teacher who was a victim of learner cyberbullying. This teacher experienced severe emotional distress, family stress, anxiety, anger, intense humiliation and loss of dignity as a result of cyberbullying. On a professional level he felt unsupported by his teachers’ union, school management team and teaching authorities. Support from his family, his community and the opportunity to share his experience with other teachers influenced his resilience positively while taking action made him feel like a role model for other teachers. This study highlights the effects of aggression in schools and raises concern about school climate and the need for social emotional competence programmes for learners.

Supervision of learners with intellectual disabilities in a special school: In loco parentis of teachers as a wellness perspective

This chapter addresses a study that was conducted at a special school for learners with intellectual disabilities in the Bojanala region of South Africa’s North West Province. After all, the learners are the heartbeat of the school; in their absence, the school, its buildings and facilities, and even the teachers would be rendered pointless. The aim of this study was to explore ways in which learners are supervised and cared for, considering their mild, moderate and (in a few cases) severe intellectual disabilities. This longitudinal study took place over a period of three years and was embedded in a community engagement project conducted at a particular special school in said region. Due to the nature of a project, action research was selected as the approach most likely to yield useful results over an extended period of time. Additionally, Hettler’s Wellness Theory (1980) was used as the theoretical framework by which to investigate how this school’s teachers and other personnel adhered to the in loco parentis principle - i.e. teachers’ legal imperative to assume some of parental functions and responsibilities, including protecting learners’ physical and psychological wellbeing. As such, the school management team (SMT) and teachers made up the study’s participants. Data were collected by means of questionnaires, interviews and observations. In their encounters with the school management team, the researchers realised that it is particularly crucial to ensure learner safety at special schools. Initial findings also revealed that most of the teachers employed at the school had not received training on teaching at a special school. Furthermore, teachers indicated that they were aware of their specific roles, stating that they only needed to be reminded of what they needed to do in order to ensure learner safety at all times. They pointed out that they simply followed the duty roster with regard to learner safety. This entails teaching learners about dangerous objects like garden utensils and how to remove them from the school premises in addition to adhering to the school safety policy. The teachers further revealed that 24-hour security personnel were employed by the school and that the school premises were bordered by a fence. Meanwhile, the SMT indicated that, although the school did have a safety policy, threats to learner safety persisted. For example, learners were not provided with protective equipment while working in the workshops. The SMT listed the potential consequences of this unsafe school environment as physical injuries, bullying, kidnapping, arson, harassment, and teen pregnancies. Since the study was transformative in nature and action research was relevant, there was a need for intervention. Thus, the findings of the study were shared with the SMT. Furthermore, it was clear from conversations with teachers that they needed intervention, including in-service training. The intervention process was discussed with the school management team and all staff members. It was patently obvious that the majority of the teachers and some of the management team did not have specialised training in special needs or inclusive education and that they were not aware of the needs of learners with intellectual disabilities. The SMT thus highlighted the need for training for all staff members in how to adhere to the in loco parentis principle.

Work Environment Factors as Correlate of School Management Teams’ Productivity

There is a perception that SMTs are not effective in some schools in South Africa. Hence, a huge number of learners in the public schools, particularly in high schools are not getting a good pass p...