Predictors of resource provisioning in public schools

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.