Abstract:

This paper explores how school-community integration can be carried out in a rural context and how learner achievement can improve. The study was conducted in a secondary school, located in a rural community in the north of Durban, South Africa. Eighty percent of South African school are dysfunctional; most of them are found in previously black rural areas. School-community integration has been cited as one way of achieving quality education. Despite the efficiency of school-community integration, research in rural schooling suggests that a metaphoric fence exists between schools and communities they serve.

To obtain deeper insights into this phenomenon, a qualitative case study research was conducted in one secondary school that was purposively sampled to participate in the study. This school had gained a reputation within the community, education department officials and parents generally for having undergone dramatic change. Semi-structured interviews were conducted with the principal, two heads of departments, two teachers, while focus group discussions were held with between 4 and 6 parents. Transformational leadership, democratic governance and invitational leadership theories framed the discussion and analysis. All the interviews were transcribed into written format and subjected to qualitative content analysis. During the research process, all ethical considerations were observed.

Findings indicate that the principal used a variety of strategies that were meant to mobilise the teaching staff and the parents. The Management Team and the teaching staff engaged in professional staff development sessions after which various strategic activities were planned, and implemented wherein, various members of staff actively participated. Trust between school leadership and teachers and between the school and communities was developed through various project that involved the school and the community.

Keywords:

School-community integration, Transformational leadership, Democratic governance, Invitational leadership.