Governance and management support for mathematical literacy teaching and learning at a school in Mpumalanga Province of South Africa

Abstract

This paper reports on the findings of the study that assessed the capacity of the School Governing Body (SGB) and School Management team - SMT (school principal, deputy principal and HODs) to support the teaching and learning of mathematics and science subjects at one school in Mpumalanga Province in South Africa. In this paper, only findings of the mathematical literacy component are reported and findings on the other subjects are reported in other papers. A case study was conducted in one FET school and used a mixed- methods research design whereby qualitative and quantitative data was collected. The learners were from Grades 10 to 12. The data was collected in the year 2012 from the SGB, SMT, school learners, teachers, and general assistants at the school. The findings showed that though the students were enthusiastic to learn mathematical literacy subject, the SGB and School Management comprised of a weak team to support the students in pertinent areas needed to master the subject. It was concluded that lack of communication between the school administration, SGB, teachers, students and parents on issues pertaining to the execution of school policies, activities and security, could have contributed to lack of students' engagement and assistance to master the subject.