Management of institutional dysfunctionality: A case of no-fee paying public secondary schools in Limpopo Province

Abstract

This paper examines the genesis of institutional dysfunctionality by the myriad no-fee paying public secondary schools in Limpopo Province. The paper was motivated by diverse discourses about learner-underachievement, most of which were based on the perspective of parents as members of the community. The paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this paper is: to what extent is the no-fee paying status of a school contributes to pupil-underperformance? Narrative enquiry and interviewing techniques were used to collect data. Out of the population of 15 secondary schools in one of the circuits in Capricorn district in Limpopo Province, 6 were conveniently sampled. In each of the 6 sampled secondary schools, only Chairpersons of the School Governing Bodies became research participants. Findings revealed that, underperformance could be ascribed to learner-mutiny. Secondly, it could be ascribed to pupil-unteachability. Thirdly, a stifling schooling environment could contribute to pupil-underperformance. Fourthly, the absence of the seasoned leadership styles could contribute to pupil-underachievement. Fifthly, marginalisation of pupils in their own studies could contribute to underperformance. Sixthly, mingling with mediocre teachers by learners could contribute to underperform. Lastly, the school identity and the general culture of underperformance could contribute to pupil-underachievement. The researcher recommends that pupil-underachievement has to be declared a priority number one in the Limpopo Department of Education for its speedy eradication.

Keywords : Identity, Leadership, Mediocre-teachers, Priority. Unteachable,