The Role of School Management Team in Improving the Academic Performance of Grade 12 Learner in Malamulele North-East Circuit, South Africa

Abstract

The aim of this study was to investigate the role of School Management Teams in improving the academic performance of Grade 12 learners. Despite STMs’ roles, articulated in various policies, on learner academic performance, there are challenges facing SMTs in improving the academic performance of learners. The study employed the interpretive research paradigm, which also informed the use of the qualitative research methodology. Exploratory research design was used as a blueprint of the study. The population of the study included principals, deputy principals, departmental heads and teachers. To achieve the objectives of the study, purposive sampling method, as a non-probability sampling, was used to choose ten (10) participants, four (04) principals, two (02) deputy principals, two (02) departmental heads and two (02) teachers who were teaching Grade 12 learners. Data were collected through face-to-face interviews and thematically analysed. The findings revealed that SMTs must lead and manage teaching and learning by monitoring lessons, providing teaching and learning resources, and ensuring stakeholder collaboration. The findings also revealed challenges for SMTs’ roles, such as inadequate knowledge of roles, lack of resources, lack of stakeholder collaboration as well as teacher and learner ill-discipline. Strategies to overcome these challenges were proposed. The study recommended that the Department of Education should provide continuous professional development to SMTs and provide adequate resources to all schools. The findings would contribute to the body of knowledge on the role of SMTs in improving learners’ academic performance.