- Title
- Chalenges of implimenting South African school administration and management system at Junior Secondary Schools in circuit 16, OR Thambo Coastal District
- Creator
- Nkwanca, Loyiso Collis
- Description
- The purpose of this study was to investigate the challenges of implementing South African School Administration and Management System at Junior Secondary Schools in Circuit 16 in OR Tambo Coastal District. Literature review looked mainly at aspects of challenges resulting from policy issues guiding the implementation of SASAMS, challenge of ICT and SA-SAMS training, other challenges that influence implementation of SASAMS in circuit 16, OR Tambo District. The study was qualitative in nature and employed case study research design. Convenient sampling was used to select two junior secondary schools in Circuit 16 in Port St. Johns Circuit Management Centre (CMC) in OR Tambo Coastal Education District. The principal, one (1) educator, one (1) school clerk were purposively selected from each school and this made a total of six (6) participants. Face-to-face individual semi-structured interviews were conducted to gather data about the views and opinions of the participants. Data were analysed using the interpretational analytical strategies. Themes were drawn from the responses of the participants. The major findings were: School personnel lack the ICT skills for them to be able to operate SASAMS for administration and management; there is a lack of connection network for the school personnel to provide data promptly to the Department of Education; school personnel had not received appropriate training on using SASAMS for administration and management; the use of SASAMS is not guided by clearly spelt out policies and guidelines in all the school that were visited; participants unanimously agreed that SASAMS could be a user-friendly system only if all personnel were to get thorough training; due to lack training and knowledge for other personnel, at times especially when school clerks are not at work submissions are not done promptly; the school personnel have no expertise when there is break down of computers or the system crushes, they have to travel long distances to try and find help; when it is time to enter marks for learners, it is impossible for teacher to connect at the same time, only about four laptops can connect at a time and the Department of Education delays to install the latest patch. It is recommended that: SASAMS be incorporated in Teacher Education programmes in Universities and training colleges; there should be enough ICT and SASAMS technicians on standby for any technical error that might occur in schools; school principals, teachers and administrative clerks need to be equipped with training in ICT and SASAMS; there is a need for Department of Basic Education to ensure that each school has Wi-Fi connection so that all computers in the school are connected to the main-server at the same time; the DBE should consider formulating guiding policies where, for example, schools are allowed to factor in a certain percentage in enrolment increase, as it creates a good foundation for data falsification by unscrupulous officials.
- Description
- Thesis (Masters) -- Faculty of Education, 2024
- Date
- 2022-00
- Subject
- Evaluation and Training
- Type
- Masters theses, text
- Identifier
- http://hdl.handle.net/11260/10779
- Identifier
- vital:75220
- Format
- computer, online resource, application/pdf, 1 online resource (129 pages), pdf
- Publisher
- Walter Sisulu University, Faculty of Education
- Language
- English
- Rights
- Faculty of education, All Rights Reserved, Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Nkwanca Loyiso Collis Final Dissertation.pdf | 1 MB | Adobe Acrobat PDF | View Details |