Empowerment perceptions of educational managers from previously disadvantaged primary and high schools: An explorative study

Abstract

The perceptions of educational manag ers from previously disadvantaged primary and high schools in the Nelson Mandela Metropole regarding the issue of empowerment are outlined and the perceptions of educational managers in terms of various aspects of empowerment at different levels reflected. A literature study, including an internet-based search, and empirical research were undertaken. In the empirical study, a self-administered questionnaire was distributed to 135 educational managers in the Nelson Mandela Metropole. To investigate the relationship between the independent and dependent variables, 12 null hypotheses were tested by means of statistical methods such as analysis of variance and correlation coefficients. The empirical results revealed highly significant relationships or differences between the variables. It is recommended that empowerment should be carefully managed and not used as a quick-fix solution to solve the problems in education. Empowerment should filter down through the school system from department level to the level of individual learner. Practical guidelines are provided and educational policy implications highlighted for implementation of empowerment in schools.

Keywords: disadvantaged schools; education; empowerment; managers

South African Journal of Education Vol. 26 (4) 2006: pp. 595-607