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Schools within the uMgungundlovu district: Principals' perspectives on categorization and school functionality
1The University of Fort Hare, 1 King Williamstown Rd, Alice 5700, South Africa.
Evaluation and Program Planning
|March 9, 2024
Summary
School categorization negatively impacts functionality, leading to dysfunctional teaching and learning. Principals
Area of Science:
- Educational Management
- School Functionality Studies
Background:
- School categorization systems often overlook learner behavior and internal school dynamics.
- Existing research primarily focuses on geographical location and resource allocation in school categorization.
Purpose of the Study:
- To explore principals' perspectives on the impact of school categorization on school functionality.
- To understand how categorization affects teaching and learning processes in primary schools.
Main Methods:
- Qualitative case study employing an interpretive paradigm.
- Conducted in the uMgungundlovu district, KwaZulu-Natal.
- Utilized semi-structured interviews, document reviews, and observations with five principals.
Main Results:
- Schools incur significant costs for maintenance and bills due to insufficient funding.
- Quintile classification highlights how socioeconomic status hinders institutional development and learning needs.
- Schools are forced to self-fund infrastructure repairs, impacting teacher/learner well-being and professional development.
Conclusions:
- School categorization, particularly quintile classification, impairs school functionality and educational quality.
- Inadequate funding and socioeconomic disparities necessitate schools generating their own resources.
- The current system negatively affects teacher well-being, professional development, and overall education delivery.
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