Abstract:
This study seeks to explore the influence of traditional leaders on teacher appointments in rural schools. The significance of the study was influenced by the perception about the powers of traditional leaders. In rural schools, land on which most schools are built falls under the jurisdiction of traditional leaders. However, School Governing Bodies are assigned to governance the schools and traditional leaders have been excluded in school governance by law. In this context, the South African Schools Act (SASA) provides that the recommendation of teacher appointments is the responsibility of the School Governing Body. I wanted to hear the views of the traditional leaders, School Governing Bodies, and the principals on their experiences concerning teacher appointments in rural schools.
The study was conducted with a qualitative research approach and multiple case study design in mind when data was collected. In order to determine the influence of traditional leaders on teacher appointments, I used an interpretivist paradigm. This paradigm was appropriate for the study due to the rich reports derived using the qualitative research approach. This helped me to understand the context in which traditional leaders purportedly influenced teacher appointments. The sample was purposively selected, and the schools were justifiably identified to suit the research purpose. This study was conducted in public rural schools and involved three secondary schools, three primary schools and three traditional royal houses.
The findings indicate that traditional leaders did not have influence on teacher appointments. In this context, teacher appointments remained the prerogative of the Provincial Head of Department. However, traditional leaders applaud the cordial relationship that exists between the schools and traditional councils.
