Abstract:
The introduction of school governing bodies (hereinafter SGBs)
changed the roles and functions of principals dramatically when this
new approach to school governance and professional management
(referred to as a participatory decision-making approach) was
activated when the South African Schools Act 84 of 1996 (hereinafter
SASA) was implemented in January 1997. Consequently, the
principal is no longer the only decision-maker in the school. The
principal as the protagonist in school management and governance
(implementing SGB policy) is the role-player most affected by the
introduction of the participatory decision-making approach. In this
article, we discuss principals’ perspectives regarding the shared
participatory decision-making approach and the effects thereof on
the relationship between the principal and the SGB. In this regard,
it is important to note that the perceptions the two parties have
of each other are established by the SGB’s encroachment on the
professional management functions of the principal and vice versa.
The research findings concluded that the relationship between
the principal and the SGB is often a relationship characterised by
tension, no trust and irrational actions by the SGB. The relationship
is further influenced by the functionality or lack of functionality of
SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do
not adapt to participatory decision-making, and who still implement
an assertive autocratic management approach, also contribute to a
turbulent relationship.
