Prinsloo, I.J. 2013. Establishing harmonious relations in a school. In: Van Deventer, I. 2003. An educator's guide to school management skills. Pretoria: Van Schaik Publishers.
Siyazama Secondary School, located in a township near Durban, has about 1 500 learners and 40 teachers. Most classes consist of about 50 students; the school and the local community have no formal sports facilities, but the school is situated on a large, well-kept field. While the school is generally neat in appearance, some classrooms need repair.
The teachers are all qualified, but in most cases their initial training was inadequate. There are several young female teachers on the staff, but most of the management staff are older male teachers. Conflict has arisen over the years about a number of issues. This tends to relate to involvement in teacher unions and strike action, workload, conditions of service and a lack of professional responsibility. The staff seem to be divided between those who are committed to their work and those who do the minimum that is required. Mostly they feel unsupported by their principal.
The way the school is governed is of particular concern. The SGB consists of the principal, one teacher, three parents and two members of the community. Decisions are generally taken by the principal with little to no consultation with staff. Although the tight management style has resulted in relatively good examination results, there is considerable dissatisfaction among both staff and learners with his approach. The principal is known for his lack of effective communication and positive interpersonal relationships. This has resulted in diminishing parent involvement. At the same time, however, teachers are wary of greater parent involvement and have refrained from encouraging parent involvement.
One of the biggest problems in the school is the poor school attendance and high drop-out rate. Some learners have returned to school after having dropped out. As a result, most classes have widely differing ages, and many of the older learners in the classes have educational needs that are not being met.
On the positive side, the school has a gifted drama and music group that has developed a reputation in the local community for providing lively entertainment. There has also been some development in sports, especially soccer. The school has a number of soccer teams that are interacting with other schools in the district.
4.1 “The necessity for positive group interactions to attain educational goals are seen as non- negotiable” (Squelch & Lemmer in Prinsloo, 2013).
Re-examine the characteristics of successful groups and ascertain why the staff of Siyazama Secondary School cannot be considered a successful group. Use your knowledge of groups to improve their shortcomings and suggest options to strengthen team-building efforts. Your answer should be well supported with in-text references and should be applied to the scenario at Siyazama Secondary School. (Max 500 words) (25)
Successful groups typically possess certain characteristics that contribute to their effectiveness and ability to achieve their goals. These characteristics include clear communication, shared goals and values, mutual respect and trust, collaboration, and effective problem-solving and decision-making skills (Robbins et al., 2018). However, the staff at Siyazama Secondary School cannot be considered a successful group due to a lack of these characteristics.
Firstly, there is a lack of clear communication within the staff at Siyazama Secondary School. The principal is known for his ineffective communication and poor interpersonal relationships. This has resulted in diminished parent involvement and a divided staff. Clear communication is vital for creating a harmonious environment and ensuring that everyone is on the same page.
Secondly, the staff at Siyazama Secondary School do not share common goals and values. There is a lack of professional responsibility and commitment to their work among some of the staff members. This division between those who are committed and those who do the minimum required creates tension within the group and hinders their ability to work towards a shared vision.
Mutual respect and trust are also lacking among the staff. There is dissatisfaction among both staff and learners with the principal's approach to decision-making and governance. The staff feels unsupported by their principal, and this lack of trust and respect further undermines the group dynamics and hampers their ability to work together effectively.
Collaboration is essential in a successful group, but the staff at Siyazama Secondary School do not appear to work collaboratively. Decisions are made by the principal with minimal consultation with the staff. This authoritarian management style creates a power imbalance and stifles collaboration and creative problem-solving.
To improve the shortcomings of the staff at Siyazama Secondary School and strengthen team-building efforts, several options can be considered. Firstly, the principal should prioritize effective communication and positive interpersonal relationships. This can be achieved through regular staff meetings, open dialogue, and opportunities for staff input in decision-making processes.
Secondly, the staff should be encouraged to develop a shared vision and goals for the school. By creating a sense of purpose and a common understanding of what they are working towards, the staff can foster a greater sense of unity and commitment to their work.
Mutual respect and trust can be cultivated through team-building activities and professional development opportunities. By providing opportunities for staff to get to know each other on a personal level and build trust, the staff can strengthen their relationships and work collaboratively towards common goals.
Lastly, it is important to create a culture of collaboration and shared responsibility. The staff should be encouraged to work together, share ideas, and problem-solve collectively. This can be achieved through regular team meetings, collaborative projects, and opportunities for professional growth and development.
In conclusion, the staff at Siyazama Secondary School lack the characteristics of successful groups, such as clear communication, shared goals and values, mutual respect and trust, collaboration, and effective problem-solving and decision-making skills. To improve their shortcomings, the staff should focus on improving communication, fostering a shared vision and goals, cultivating mutual respect and trust, and promoting collaboration and shared responsibility. By doing so, the staff can work together more effectively and create a harmonious environment that supports the achievement of educational goals.
Reference:
Robbins, S.P., Coulter, M., DeCenzo, D.A., & Wolter, R. (2018). Fundamentals of management. Pearson Education.