Orientation of the study

It is against this background that the problem/s this study seeks to solve is highlighted, viz.:

(i) who is responsible (and accountable) for the management of public schools’ finances?

(ii) do principals and their school governing bodies have the necessary capacity to manage schools’ finances?

Research aim/s

The general aim of the study is to determine who is responsible and accountable for the management of public schools’ finances (in the Pinetown Education District).

In order to achieve the general aim of the research study, the specific aims of the study are to:

• determine the ability of school governing bodies to assist school principals in managing schools’ finances
• determine whether school principals and their school governing bodies have been sufficiently trained and capacitated to manage schools’ finances
• develop guidelines which would be able to assist school principals and school governing bodies to manage schools’ finances efficiently, effectively and economically
• develop strategies and make recommendations which will assist school principals and school governing bodies in transforming their schools into self-reliant schools

The significance of the study

According to South Africa Yearbook 08/09 (2008; 195), at 60% of Gross Domestic Product [GDP], South Africa has one of the highest rates of government investment in education in the world. In 2009 there were approximately 11, 6 million learners in 26 500 public schools in country with the National Treasury allocating R65 billion to education – of this R4 800 million is paid directly to schools via the Norms and Standards for School Funding. In 2009 there were approximately 350 000 learners in 500 public ordinary schools in the Pinetown Education District and these schools received approximately R157 million from the state.

The post-apartheid school funding policies of South Africa views every school as a cost centre and each public school principal, as a responsibility manager, is expected to accept accountability for the investment that the state makes in his or her school.

The study’s significance revolves around principals embracing their role of responsibility manager, assisted and supported by their school governing bodies, tasked with leading their schools towards self-reliance.

Definition of key concepts

Accountability

Van der Westhuizen in Hansraj (2003; 16) refers to accountability as a persons duty to give an account of having executed his / her work in terms of set criteria and determined standards – in other words, whether he / she has satisfactorily completed his / her work.

Marishane and Botha (2004; 110) state that accountability is measured by the extent to which decisions taken and resources used succeed in attaining the educational goal.

Dimmock in Hansraj (2003; 15) explains accountability as the capacity of the school principal to work with others in order to demonstrate that the school has indeed been responsive to the needs of the students, the local community and society at large within the particular framework of responsibility of self-management, which applies, to the school.