The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors

Autor/in	Chikoko, Vitallis
Titel	The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors
Quelle	In: International Review of Education, 54 (2008) 2, S.243-263 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-007-9080-x
Schlagwörter	Parent Participation; Parent Role; Governance; Parent School Relationship; Foreign Countries; Rural Schools; Elementary Schools; Participative Decision Making; Interviews; Parent Attitudes; Principals; Administrator Attitudes; Teacher Attitudes; Financial Support; Educational Finance; Zimbabwe + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parental role; Elternrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Elternverhalten; Principal; Schulleiter; Lehrerverhalten; Finanzielle Förderung; Bildungsfonds; Simbabwe
Abstract	This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10