School Management Teams in South Africa: A Survey of School Leaders in the MpumalangaProvince.

Bush, Tony;Glover, Derek

Abstract: Heroic models of leadership based on the role of the principal were common in the segregated education systems which prevailed before the South African Schools Act (SASA) (1996). Accountability frameworks were based around the hierarchy with principals being answerable to the racially stratified education department. The SASA began the process of democratising school management and governance through the introduction of school governing bodies (SGBs) and school management teams (SMTs). This process of widening participation can be conceptualised through the notion of 'distributed leadership'. The work of effective SMTs is a potential manifestation of distributed leadership but little is known about the work and effectiveness of SMTs in South Africa. This paper reports the findings of research on SMTs in South Africa. It is grounded in a review of the international and national literature on senior leadership teams (SLTs) and SMTs, which concluded that there is very limited empirical work on SMTs in South Africa. The research adopted a survey approach with 180 school leaders from the Mpumalanga province, undertaken in July 2012.  

摘要：在1996年《南非学校法案》颁布之前，教育体制不同意，学校负责人的英雄领导模式非常常见。责任框架建立在等级体制基础之上，学校负责人对种族等级教育部门负责。《南非学校法案》（SASA）通过引进学校管理部门（SGBs）和管理团队（SMTs），走上了学校管理民主化的道路。民主化管理扩大了参与度，可以理解为“分散式领导模式”。部门管理的方式很有效，是分散式领导模式的潜力的展示。但是对于团队管理在南非实行的具体工作和效力却少有人知。本文叙述部门管理模式（SMTs）在南非施行情况的研究发现。研究采用了对普马兰加省180所学校的领导人进行访问调查的方法，于2012年7月正式实施。

出处：《International Studies in Educational Administration 》(Commonwealth Council for Educational Administration & Management)2013年第41卷第1期