The comparison of the two gender groups will be the first to be discussed.
5.4.1 GENDER AS INDEPENDENT VARIABLE (B6)
The appropriate hypotheses for the gender groups could be:
Ho – There is statistically no significant difference between the mean ranks of male and female respondents with respect to the following dependent variables:
HoUC12 – Knowledgeability of the functions of the SGB
HoUC18 – Extent of satisfaction with changes in SGB functions
HoUC13 – Expectations of the functionality of the SGB
HoUC17 – Perceptions of functions of SGB changing since first inception
Ha – There is a statistically significant difference between the mean ranks of male and female respondents with respect to the following dependent variables:
HaUC12 – Knowledgeability of the functions of the SGB
HaUC18 – Extent of satisfaction with changes in SGB functions
HaUC13 – Expectations of the functionality of the SGB
HaUC17 – Perceptions of functions of SGB changing since first inception
The appropriate data for the two independent conditions Mann-Whitney test are provided in Table 11.
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Table 11: Mean ranks and test statistics of the two gender groups with respect to the following dependent variables.
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
The data in Table 11 indicate that male and female respondents differ statistically significantly in their mean ranks with respect to the extent of satisfaction with changes in SGB functions (C18) and the perceptions of functions of SGB changing since first inception (C17) only. Hence the null hypotheses for these two variables (role players) cannot be accepted. In both these variables the female respondents had lower mean ranks and hence the females are the group with the highest number of lower ranks indicating that female respondents are statistically significantly less satisfied with the changes in the SGB functions than male respondents are (C18). As many female educators are concerned with the SGB appointments in a temporary capacity, it is possible that they have been more negatively influenced with the changes that have occurred with respect to teacher appointments.
Variable Group
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Female respondents are also of the opinion that the functions of the SGB have changed to a greater extent than male respondents are.
5.4.2 QUINTILE RANKING (A2REC)
Only those independent variables where significant differences were present will be discussed. As the hypotheses are similar to those set under gender they will not be discussed again. The only dependent variable that showed statistically significant differences in the mean ranks was the variable (C12) knowledgeability of the functions of the SGB. The appropriate data was: regarding the SGB functions than are the respondents from the more affluent schools.
5.4.3 NUMBER OF EDUCATORS APPOINTED (A4BINNED)
The number of educators appointed were grouped into less than or equal to 40 and 41 or more. Statistically significant differences were found to be present in the expectations of the functionality of the SGB (C13) and in the dependent variable perceptions of the functions of SGB changing since first inception (C17). The results applicable are given in Table 12.
Table 12: Mean ranks and test statistics of the two number of educators groups with respect to the following dependent variables.
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
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The data in Table 12 indicates that the smaller staff complement have the lower expectations regarding the functionality of the SGB. The respondents with 40 or fewer educators on their staff also indicated that the functions of the SGB had changed to a larger extent than the 41+ group of respondents believed this to be the case. A cross tabulation between A4 and C17 for example, indicates that 47.2% of respondents who were from the 40 or smaller group indicated that the SGB functions had definitely completely changed compared to only 11.8% from the 41+ group who indicated this. It is possible that the smaller schools were more influenced by the changes to the SGB functions especially those regarding the appointment of additional teachers.
5.4.4 THE NUMBER OF SGB MEMBERS (A6REC)
The numbers of SGB members were binned using SPSS 22.0 and two groups were suggested namely 11 or fewer members and 12 or more members. The appropriate data is given in Table 13.
Table 13: Means ranks and test statistics of the two SGB groups with respect to the following dependent variables.
Knowledgeability of the functions of the SGB (C12)
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
The data in Table 13 indicate that the respondents with the larger SGB number believed that their knowledgeability of the SGB functions was greater than those with the smaller SGBs. It is possible that more sharing of available knowledge occurs between the larger SGBs or that there are more persons to select from and hence a wider selection of candidates improves
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the selection of persons knowledgeable about SGB functions. However, when it comes to the extent of satisfaction with the changes to SGB functions the respondents with the larger SGB numbers are less positive about their levels of satisfaction with the changes to the SGB functions. The same is true for the expectations of the functionality of the SGB.
5.4.5 HOW HAVE THE CHANGES TO THE SGB FUNCTIONS AFFECTED THE SCHOOL (C20?)
Item C20 asked respondents whether the changes to the SGB functions had influenced the school negatively (1) or positively (2). The appropriate data is summarised in Table 14.
Table 14: Mean ranks and test statistics of the two influenced groups with respect to the following dependent variables.
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
The response to C20 was overwhelmingly negative as 82.9% of the respondents indicated that they believed that the changes had influenced the schools negatively while only 17.1%
had positive responses. The data in Table 14 corroborates this finding in the sense that the respondents who were negative in their response to item C20 also had statistically significantly lower mean ranks than those respondents who were positive to C20. The relatively large effect sizes of the three dependent variables also indicate the importance or practical significance namely that of positive thinking. From the data it appears as if respondents who were positive about the changes to the SGB were also more positive in
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their satisfaction and the functionality after the changes than were the group with a negative response to item C20. It is also paramount that such negative perceptions are changed as they can lead to greater dissatisfaction about SGB functionality providing the state with reasons to further limit the functions of the SGB. The result could be one of usurping even further powers from the SGB bringing with it a “greater insistence on uniformity imposed by norms and standards which are generally applicable so that they are attainable by all and should not be exceeded even by those who can attain relatively more (Du Preez, 1997: 12)”.
5.4.6 LANGUAGE OF INSTRUCTION (A8)
The language of instruction was recoded to three groups (see 5.4.5 and Table 15). When testing three or more groups the non-parametric equivalent of the ANOVA test is the Kruskal-Walls test (Field, 2009: 560). The Kruskal-Wallis test, tests the mean ranks of all three groups and if a difference is found at this level then the three groups are, for example, tested pair-wise by using a Mann-Whitney U-test.
The Kruskal-Wallis tests indicated that three of the dependent variables namely C13, C17 and C18 indicated significant differences. No differences could be found regarding the knowledgeability of the SGB functions as specified in SASA. The language of instruction groups were Sotho, Afrikaans and English of who the vast majority (65.7%) indicated that it was English. Sotho as language of instruction was provided by 22.9% of respondents who, given the demographics of South Africa, are all presumably Black. The Afrikaans language of instruction respondents are all from Ennerdale and compose only 11.4% of the three language of instruction groups. Ennerdale is a suburb which has traditionally been inhabited by Coloured persons and they are mostly Afrikaans speaking. Thus one has three racial groups involved namely Whites and Indians (English), Blacks (Sotho) and Coloureds (Afrikaans). The results for the Kruskal-Wallis tests were:
[C18-H (2) = 22.61; p = 0.000; C13-H (2) =17.05; p=0.000; C17-H (2) =18.17; p=0.000]. The box-plots indicated that the pair-wise comparisons are likely to be between the Sotho and Afrikaans groups and the English and Afrikaans groups. Using a Mann-Whitney U-test can lead to Type 1 errors (falsely rejecting the null hypothesis) but this problem can be overcome by using a Bonferroni correction which involves that instead of using p = 0.05 one makes use of 0.05/3= 0.0167. The probability value of 0.05 is thus made more stringent and instead of using the 5 in 100 one uses 2 in 100. The appropriate results are given in Table 15.
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Table 15: Mean ranks and test statistics of the three language of instruction groups with respect to the following dependent variables.
Variable Groups
R
uR
v Z Adj. p value rExtent of satisfaction with changes in SGB functions (C18)
So vs. Afr. -37.53 -4.480 0.000** 0.88 Eng. vs. Afr. 32.79 4.424 0.000** 0.60
Expectations of the functio-nality of the SGB (C13)
So vs. Afr. -27.22 -3.81 0.000** 0.78 Eng. vs. Afr. 24.77 3.92 0.000** 0.53 Perceptions of functions of
SGB changing since first inception (C17)
So vs. Afr. -34.00 -4.16 0.000** 0.85 Eng. vs. Afr. 27.17 3.75 0.000** 0.51
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
The data in Table 15 indicates that the respondents with Afrikaans as medium of instruction differ statistically significantly from both Sotho and English medium of instruction respondents. It is possibly easier to interpret the differences in one examines the mean scores of the three groups namely
( X
So 2 . 13 ; X
Afr 6 . 63 ; X
Eng 2 . 00 )
. The respondents from schools with Afrikaans as medium of instruction have the highest mean score and at most it can be said that they are moderately satisfied with the changes in the SGB functions while the other two groups are not satisfied with the changes in the SGB functions. One should remember that the Afrikaans medium of instruction contained only eight respondents and this would certainly influence the mean.The expectations with respect to the functionality of the SGB of the Sotho and English medium of instruction respondents was that it was worse than what they expected. The Afrikaans medium of instruction respondents were of the opinion that the functionality was on par with their expectations.
The data in Table 15 also indicate that the perceptions of the Sotho and English medium of instruction respondents was that the functions of the SGB had changed and this was mainly to limit the power of the SGB. The Afrikaans medium of instruction respondents had a mean
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score of 5.13 indicating that they believed that the functions had only changed slightly since 1996. The general trend of the data in all three of the dependent variables was one of Afrikaans medium of instruction respondents being more positive about the changes in SGB functions than the other two groups. This finding would be applicable to this sample only and is not a finding which can be generalised except possibly that respondents were negative about SGB functions.
5.4.7 YOUR CURRENT POSITION OCCUPIED IN THE SCHOOL (C9, C10 AND C11)
The three items concerned were grouped into educators and parents and the frequencies of the responses in the sample are given in Table 4.8
Table 16: Frequencies of the two current position occupied groups in the sample
Frequency Percent Valid Percent
Cumulative Percent
Valid Educators 29 40.3 43.3 43.3
Parents 38 52.8 56.7 100.0
Total 67 93.1 100.0
Missing System 5 6.9
Total 72 100.0
The data from Table 16 indicates that 52.8% parents are in the majority on SGBs and this is in keeping with what is prescribed in the SASA, The fact that parents make up the majority (section 23(9)) of the governing body demonstrates the importance of their involvement on the SGB.
The two groups formed were briefly discussed under 5.2.7 and in Table 16. The four dependent variables were tested and only C12 the knowledgeability of the functions of the SGB showed statistically significant differences across the two independent groups. The result was: (
U
Ed 22 . 43 ; U
Par 42 . 83 ; p 0 . 000 ; r 0 . 55
). The parents believe that they are very knowledgeable regarding the functions of the SGB while the educators believe that they are knowledgeable. It is possible that the parent component which includes the SGB chairperson were selected because of their espoused knowledge of the SGB functions in SASA and its amendments. The effect size is large and hence this finding has practical significance which could be situated in a belief that a good SGB knows its functions well and that they serve the interests of the community. Parents who are knowledgeable about their155
functions probably also contribute towards a climate of collaboration between educators and the SGB.
5.4.8 PERCEPTIONS OF THE SUPPORTIVE ROLE THAT TEACHER UNIONS PLAY IN TEACHER EMPLOYMENT (C38)
There were two response categories to this item namely yes (1) and No (2). The appropriate data is displayed in Table 16.
Table17: Frequencies regarding the supportive role that teacher unions play in the employment of educators
Frequency Percent Valid Percent
Cumulative Percent
Valid Yes 16 22.2 22.9 22.9
No 54 75.0 77.1 100.0
Total 70 97.2 100.0
Missing System 2 2.8
Total 72 100.0
The data in Table 17 indicate that 77.1% of the respondents have the perception that teacher unions do not play a supportive role in educator employment. This is disconcerting as a teacher union should be supportive of educators’ interests in a just and fair manner.
The largest teacher union in South Africa is the South African Teachers Union (Sadtu) and about 70% of teachers are affiliated to Sadtu. This union has a socialist policy where the concept of equity has its roots. The concept of Equity is a multidimensional concept and in South Africa it goes hand in glove with the philosophy of affirmative action or positive discrimination (which in itself is contradictory) and it is enshrined in the Constitution to provide resources to those who have been most disadvantaged (Ndlovu, 2012:40). Du Preez (1997:9) indicates that the Hunter Review Committee (HRC) indicated that the concept of equity assumes the “equal treatment of the unequal is not necessarily equitable and thus requires an
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Table 18: Mean ranks and test statistics of the supportive role that teacher unions play in teacher employment regarding the following frole players.
** = Statistically significant at the 1% level (p<0.01)
* = Statistically significant at the 5% level (p>0.01but p<0.05)
Effect size (r): - 0.1 to 0.29 = small; 0.30 - 0.49 = Moderate; 0.50+ = Large
The data in Table 18 indicates that respondents who said yes to the supportive role of teacher unions in teacher employment had a statistically significantly lower mean rank than respondents who said that unions do not play a supportive role. Thus those who said no that teacher unions do not play a supportive role had the perception that they had more than adequate knowledge of the SGB functions. There were 77.1% respondents who answered no to the supportive role of teacher unions and only 22.9% who answered yes. Respondents who answered no probably have had personal experience with respect to the role that teacher unions play in teacher appointments and it appears to be largely negative. In this sense the item had an inverse relationship namely the greater the knowledge of SGB functions the less supportive one believes teacher unions are of teacher employment. It is possible that SGBs would wish to appoint educators in a temporary capacity and to do so according to the free-market principles of competitive salaries whereas the teacher unions advocate the same pay as that which permanently employed teachers receive.
With respect to the expectations of the functionality of the SGB (C13) respondents who answered yes to the supportive role of SGBs had a significantly higher score than those who said no to the supportive role of SGBs in teacher appointments. Thus the yes respondents also had a somewhat more positive expectations of the functionality of the SGBs.
Variable Group
Mean
Rank Z p-value
Effect size (r)
Knowledgeability of the functions of the SGB (C12)
Yes 23.78 2.76 0.006** 0.33
No 38.97
Expectations of the functionality of the SGB (C13)
Yes 43.34 -2.16 0.030* 0.28
No 33.18
Extent of satisfaction with changes in SGB functions (C18)
Yes 47.38 -2.80 0.005** 0.33
No 31.98
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Respondents who answered yes to the supportive role of teacher unions were also more comfortable with the changes to the SGB functions since 1996 as they had a higher mean rank indicating greater support (C18).