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Probing the level of support schools receive from education districts: a case study of Limpopo Province, South Africa

Sociology International Journal
Bernard Naledzani Rasila, Lilly Kekana, Mokgaetji Montja


Schools must get full support from education districts in management and governance as well as curriculum provisioning to ensure that all schools provide quality basic education across the province. This is according to the Annual Performance Plan 2019 – 2020 of the Limpopo Department of Education. This support is meant to provide principals with a support they need to make sure the schools are effective in areas of management, curriculum delivery and financial management. On the other hand, it has been realized that there are some principals who because of lack of support find themselves in difficult conditions. Schools around the province and the country often experience violence and poor management which can be attributed to lack of support to principals who are left handling school matters haphazardly. This study adopted the techniques of qualitative methodology where self-administered questionnaire was used on face-to-face basis to probe the level of satisfaction principals derive from the support they receive from their district offices which includes their circuit offices. It was found that in general there are principals who are not satisfied with the support and this is believed to contribute on dysfunctionality of such schools. This study provides ways to deal with identified support gaps.


schools dysfunctionality, schools’ Governing bodies, effectiveness of schools, governance, satisfaction of principals