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The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective./
作者:	Sayed, Mohammed-Kamil.
面頁冊數:	1 online resource (97 pages)
附註:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
標題:	Public schools. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28289698click for full text (PQDT)
ISBN:	9798744421885

The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective.
Sayed, Mohammed-Kamil.

The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective. - 1 online resource (97 pages)

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 1998.

Includes bibliographical references

Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.Schools in Britain and the United States of America have been delegated the financial management task or function under the auspices of local management of schools (LMS). Principals in these schools generally saw a change in the role as compared to their traditional roles prior to the advent of the delegated financial management for schools. Of particular importance in their changed role was the fact that collaborative and participative decision-making had to become part of their management style. Principals generally felt that although the financial management of the school did not rest solely with the principal, their role was not relinquished or diminished in any way. They still saw themselves as having a part in the accountability and responsibility of the financial school management function. At the time when financial school management was delegated to schools, studies revealed that principals whose schools participated in the study were generally not prepared for the wide ranging tasks associated with financial school management. This aspect highlighted the need for adequate and appropriate training for principals. The literature study of schools revealed that one of the foremost benefits of effective and efficient financial school management was to empower schools to use their closer knowledge of pupils and their communities in determining how resources could be used efficiently and effectively. With regard to the function and purpose of a budget, it was established that a budget does not have a single function or purpose. Hence, a budget could be used for long and medium term planning, for purposes of evaluating performance, for co-ordinating activities, for implementing long term plans, for communicating the total plan to all parts of the organisation, for motivating staff and for providing authority for expenditures and as a control mechanism.Interviews conducted with principals from six schools from the Gauteng Department of Education revealed approximately the same information obtained from the literature study. Thus, principals saw their role as a changing one. They saw collaborative and participative decision-making as an essential aspect in financial school management. Principals still regarded themselves as being accountable and responsible for the smooth functioning of the financial management of the school. With regard to skills required, principals generally agreed that some form of business management skill would assist in the financial management function of the school. In order to compensate for principals who did not possess any specific financial management related skills, training modules in this regard were recommended. On the question of the benefits of effective and efficient financial school management for the school, it was felt that it encouraged schools to fund resources in an optimal manner. Schools will be encouraged to undertake a prioritisation of needs. Schools in the South African context were asked to discuss some common problems associated with the financial school management function. Two of the pertinent problems outlined were, firstly, the follow-up of the non-payment of school fees and secondly, the parent component of the governing body does not always possess the necessary skills and knowledge relating to school governance. This is more pronounced in disadvantaged areas and communities. Finally, the function and purpose of a budget was not comprehensively outlined by respondents.Principals provided varied views on the function and purpose of the budget as a tool in financial school management. However, certain common patterns surfaced.In concluding the summary, it would be fitting to echo Levacic (1991:5) where it is contended that the main concerns of school managers (principals) are those of setting the institutions broad policy framework (or aims), linking these to detailed operational goals and controlling the activities of the organisation. Financial management in education is a key part of these management tasks; it therefore embraces far more than managing money.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798744421885Subjects--Topical Terms:

542577
Public schools.
Index Terms--Genre/Form:

542853
Electronic books.

The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective.
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100 1 $a Sayed, Mohammed-Kamil. $3 3701986
245 1 4 $a The Changing Role of the Principal of a Public Primary School :A Financial School Management Perspective.
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500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Bisschoff, T. C.
502 $a Thesis (M.Ed.)--University of Johannesburg (South Africa), 1998.
504 $a Includes bibliographical references
520 $a Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.Schools in Britain and the United States of America have been delegated the financial management task or function under the auspices of local management of schools (LMS). Principals in these schools generally saw a change in the role as compared to their traditional roles prior to the advent of the delegated financial management for schools. Of particular importance in their changed role was the fact that collaborative and participative decision-making had to become part of their management style. Principals generally felt that although the financial management of the school did not rest solely with the principal, their role was not relinquished or diminished in any way. They still saw themselves as having a part in the accountability and responsibility of the financial school management function. At the time when financial school management was delegated to schools, studies revealed that principals whose schools participated in the study were generally not prepared for the wide ranging tasks associated with financial school management. This aspect highlighted the need for adequate and appropriate training for principals. The literature study of schools revealed that one of the foremost benefits of effective and efficient financial school management was to empower schools to use their closer knowledge of pupils and their communities in determining how resources could be used efficiently and effectively. With regard to the function and purpose of a budget, it was established that a budget does not have a single function or purpose. Hence, a budget could be used for long and medium term planning, for purposes of evaluating performance, for co-ordinating activities, for implementing long term plans, for communicating the total plan to all parts of the organisation, for motivating staff and for providing authority for expenditures and as a control mechanism.Interviews conducted with principals from six schools from the Gauteng Department of Education revealed approximately the same information obtained from the literature study. Thus, principals saw their role as a changing one. They saw collaborative and participative decision-making as an essential aspect in financial school management. Principals still regarded themselves as being accountable and responsible for the smooth functioning of the financial management of the school. With regard to skills required, principals generally agreed that some form of business management skill would assist in the financial management function of the school. In order to compensate for principals who did not possess any specific financial management related skills, training modules in this regard were recommended. On the question of the benefits of effective and efficient financial school management for the school, it was felt that it encouraged schools to fund resources in an optimal manner. Schools will be encouraged to undertake a prioritisation of needs. Schools in the South African context were asked to discuss some common problems associated with the financial school management function. Two of the pertinent problems outlined were, firstly, the follow-up of the non-payment of school fees and secondly, the parent component of the governing body does not always possess the necessary skills and knowledge relating to school governance. This is more pronounced in disadvantaged areas and communities. Finally, the function and purpose of a budget was not comprehensively outlined by respondents.Principals provided varied views on the function and purpose of the budget as a tool in financial school management. However, certain common patterns surfaced.In concluding the summary, it would be fitting to echo Levacic (1991:5) where it is contended that the main concerns of school managers (principals) are those of setting the institutions broad policy framework (or aims), linking these to detailed operational goals and controlling the activities of the organisation. Financial management in education is a key part of these management tasks; it therefore embraces far more than managing money.
520 $a Volgens Artikel 34(1) van die Suid-Afrikaanse Skolewet No. 84 van 1996 (Staatskoerant No. 17579, 1996:24) "die Staat finansier openbare skole uit openbare inkomste op 'n billike basis ten einde die behoorlike uitoefening van die regte van leerders op onderwys en die regstelling van ongelykhede van die verlede in die voorsiening van onderwys te verseker". Alhoewel die Staat bekend gestel het dat dit openbare skole wil finansier, is daar finansiele en begroting beperkings wat dit verhoed om al die finansiele behoeftes van skole na te kom. Ingevolge daarvan, is dit voorgestel in Artikel 36 van dieselfde Wet dat " 'n beheerliggaam van 'n openbare skool moet alle maatreels binne sy vermoe tref om die hulpbronne deur die Staat voorsien aan te vul ten einde die gehalte van onderwys wat deur die skool aangebied word aan alle leerders by die skool, te verhoog". Dus word skole, deur hulle beheerliggaam waarvan die hoof 'n lid is, aangemoedig om fondse in te samel om die Staat se gedeelte aan te vul. Die Staat het ook in terme van artikel 34(2) van dieselfde Wet bepaal dat "die Staat moet, op 'n jaarlikse basis, voldoende inligting in verband met die befondsing bedoel in subartikel (1) aan openbare skole voorsien om openbare skole in staat te stel om hul begrotings vir die volgende boekjaar voor te berei". Saam met hierdie subartikel, wat verwag dat skole begrotings voorberei, is daar artikel 38(1) van dieselfde Wet wat verwag dat " 'n beheerliggaam van 'n openbare skool moet elke jaar, in ooreenstemming met riglyne deur die Lid van die Uitvoerende Raad bepaal, 'n begroting voorberei wat die beraamde inkomste en uitgawe van die skool in die volgende boekjaar uiteensit". Skole is dus verplig om begrotings voor te berei as 'n deel van die finansiele bestuur van die skool.Die finansiele bestuurstaak onder die naam van plaaslike bestuur van skole (PBS) is gedelegeer aan skole in Brittanje en die Vereenigde State van Amerika. Hoofde in hierdie skole het in die algemeen besef dat daar 'n verandering is in hulle rol in vergelyking met die tyd voor die delegering van finansiele bestuur aan skole. 'n Aspek van hulle veranderde rol is die feit dat samewerking en gesamentlike besluitneming 'n deel van hulle bestuursstyl moet word. Hoofde het ook in die algemeen gevoel dat alhoewel finansiele bestuur van die skool nie alleenlik hulle ver- antwoordelikheid is nie, dit nie hulle rol of take verminder het nie. Hulle besef dat hulle nog steeds 'n deel het in die verantwoordelikheid van die finansiele bestuursfunksie van die skool. Teen die tyd dat die finansiele bestuur van die skool aan skole oorhandig is, het studies getoon dat hoofde van skole wat in die studies deelgeneem het, nie gereed was vir die veelsydige taak van finansiele bestuur nie. Hierdie aspek beklemtoon die nood vir voldoende en gepaste opleiding van hoofde. Die feitlike en literere studie van skole het bepaal dat om die belangrikste en vooruitstaande voordele van effektiewe en bevoegde finansiele skoolbestuur te grond, was om die nadere kennis van leerlinge en die gemeenskap te gebruik om te bepaal hoe bronne doelmatig en doeltreffend gebruik kan word. Met betrekking tot die funksie en doel van die begroting, is bepaal dat dit nie net 'n eenledige funksie of doel het nie. Daarvolgens kan 'n begroting gebruik word vir lang en korttermyn beplanning, vir die doel om prestasie te bereken, vir koiirdinering van aktiwiteite, vir die implementering van langtermyn beplanning, om die totale beplanning oor te dra aan al die dele van die organisasie, om personeel te motiveer en laastens om gesag aan owerhede en kontrole meganisme te verleen.Onderhoude gevoer met ses skool hoofde van die Gauteng Onderwys Department het basies dieselfde inligting wat verkry is deur die literere studie, weergegee. Daarom sien hoofde hulle rol wel as veranderd. Hulle het kollaterale en deelnemende besluitnemings as 'n noodsaaklike aspek in finansiele bestuur van 'n skool beskou. Hoofde het hulle nog steeds as verantwoordelik beskou vir die funksionering van die finansiele bestuur van die skool. Met betrekking tot vaardighede wat benodig is, het hoofde in die algemeen ooreengekom dat daar 'n behoefte is tot sekere vaardighede wat die finansiele bestuur of funksie van 'n skool kan bystaan. In hulle poging om te kompenseer vir die hoofde wat nie beskik oor spesifieke finansiele bestuursvaardighede nie is daar opleidingsmodules aanbeveel. Na aanleiding van die vraag oor die voordele van doelmatige en doeltreffende finansiele skoolbestuur, het hulle gevoel dat dit skole aanmoedig om fondse optimaal te benut. Skole sou aangemoedig word om volgens 'n prioriteitslys sy behoeftes te bepaal. Skole in die Suid-Afrikaanse konteks is gevra om hulle algemene probleme wat geassosieer word met die funksionering van die finansiele skoolbestuur, te bespreek. Twee prominente probleme wat beklemtoon is, was eerstens, die opvolging van skoolfonds wat nie betaal word nie, en tweedens, dat die ouer-komponent deel van die bestuursliggaam nie oor die nodige vaardighede en kennis beskik met betrekking tot die finansiele bestuur van skole nie. Die het veral voorgekom in minderbevoorregte gemeenskappe. Laastens is die funksie en doel van 'n begroting nie volledig uitgestip deur terugvoerders nie. Hoofde het verskillende sienswyses ten opsigte van die funksie en doel van die begroting as 'n meganisme in finansiele skoolbestuur gehad. Nogtans het daar sekere algemene patrone na yore gekom.Om die opsomming saam te vat, is dit gepas om Levacic (1991:5) te ondersteun dat die basiese bekommernisse van skoolbestuurders (hoofde), die daarstelling van 'n bree beleidsraamwerk (of doelwitte) is, wat gekoppel moet word aan die volledige operasionele doelstelling en kontrollering van die aktiwiteite van die liggaam of organisasie. Finansiele bestuur in die onderwys is die sleutel tot bestuurstake en daarom behels dit baie meer as net die bestuur van fondse.
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