Abstract:
This study investigates resource provisioning as a predictor of learner achievement
in public schools in Limpopo province. Research evidence indicates that the
resourcing of schools in developing countries, such as South Africa, is characterised
by huge disparities and that attempts should be made to equalise resource provision.
Most research studies on this topic have focused on the relationship between school
resources and student achievement in the developed countries with little or no
attention being paid to what determines resource provision, distribution and utilisation
in the developing countries. Nationally, a number of research studies have
investigated policy implementation in terms of concepts such as access, equity,
inequality and redress in studying the impact of such policy on the public schooling
system. Research evidence has subsequently shown some contrasts in the way in
which school resources are allocated, distributed and utilised in public schools. There
is, therefore, a need to focus on the predictors or determinants of learner achievement
in South Africa. This research study is a quantitative study. Statistically, it applied
correlational coefficients and multiple regression to determine the level of school
resourcing (i.e. allocations, distribution and utilisation of school resources). The
sample comprised 272 representatives from the school management teams,
educators and school governing bodies (SGBs) of sixty-eight public schools from
different quintiles (1-to-5). This sample were selected from five identified districts (i.e.
Capricorn, Mopani, Vhembe, Sekhukhune and Waterberg) using a probability
stratified and random sampling technique. In each of the 68 public schools, six
representatives, namely, the principal, Educator, HODs and SGB members, were
selected randomly to make up the sample. It is clear from the study that resource
provision was shown to be a predictor of learner achievement in public schools. The
study highlighted that the way in which school resources are allocated, distributed
and utilised has an influence on learner achievement.
