Abstract:

Since 1994 South Africa’s education system has gone through a major process of transformation with an enormous increase in efforts and expenditure. However, the government is constantly being criticised because of the low standards of educational achievement. Learners exit the various school levels without the foundations for further learning and the skills required by employment sectors. Recently, the low standards of education were in sharp focus when the results of the latest Grade 12 examinations were announced. Only 30% of learners who wrote mathematics obtained 40% or higher and only 33% of those who wrote physical science. A learner could graduate from school with a mere 40% in three of the seven subjects and at least 30% in three other subjects. Furthermore, a recent report by the Institute of Justice and Reconciliation has revealed that as many as 80% of schools are essentially dysfunctional. Adopting a mixed method research approach, this study critically examined the reasons for dysfunction and low standards in schools. In addition to a thorough review of related literature, open-ended questionnaires, probing participants’ perceptions on dysfunction and effectiveness, were distributed to teachers, school principals and policy officials at education departments. Interviews were also conducted with a variety of educational experts. In addition, classroom observations of both experienced and novice teachers were conducted in a variety of contexts using open-ended classroom observation checklists. An analysis of the findings revealed that a myriad of contextual factors need to be considered in order for schools to become effective again.

Keywords:

Dysfunctional schools, school effectiveness, teacher effectiveness, educational standards, educational transformation.