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)
Successful groups typically have certain characteristics that contribute to their effectiveness in achieving educational goals. These characteristics include clear communication, positive interpersonal relationships, shared goals and objectives, effective decision-making processes, and a supportive and inclusive environment.
In the case of Siyazama Secondary School, the staff cannot be considered a successful group due to several shortcomings. Firstly, there is a lack of effective communication and positive interpersonal relationships within the staff. The principal is known for his poor communication skills, which has resulted in diminishing parent involvement and staff dissatisfaction. This lack of communication and positive relationships hinders collaboration and teamwork among staff members, preventing them from working together towards shared goals.
Furthermore, the decision-making processes within the school are highly centralized, with little to no consultation with staff. The principal makes most decisions without input from the rest of the team, which creates a sense of disempowerment among staff members. This lack of involvement in decision-making reduces motivation and commitment among staff, leading to a divide between those who are committed and those who do the minimum required.
To address these shortcomings and strengthen team-building efforts, several options can be considered. Firstly, the staff should be encouraged to improve their communication and interpersonal skills. This can be done through workshops and training sessions focused on effective communication, conflict resolution, and building positive relationships. These skills will enable staff members to work together more effectively and foster a supportive and inclusive environment.
In addition, the decision-making processes within the school should be more inclusive and participatory. Consultation with staff should be prioritized, and their input should be sought when making important decisions. This will empower staff members and make them feel more valued and involved in the school's operation. It will also lead to a greater sense of ownership and commitment to the school's goals.
Furthermore, to address the poor school attendance and high drop-out rate, the staff should focus on meeting the educational needs of all learners, regardless of their age or circumstances. Differentiated instruction and individualized support should be provided to ensure that each learner is given the opportunity to succeed. This may require additional resources and support from the school and community, but it is crucial in ensuring that all learners have equal educational opportunities.
Lastly, the staff should actively encourage and promote parent involvement in the school. Parent-teacher associations and regular communication with parents can help to strengthen the relationship between the school and the community. This involvement can lead to greater support for the school's goals and initiatives, as well as increased accountability for both staff and learners.
In conclusion, the staff of Siyazama Secondary School currently lacks the characteristics of a successful group. However, by improving communication, fostering positive interpersonal relationships, involving staff in decision-making processes, and addressing the educational needs of all learners, the staff can work towards building a successful group that is more effective in achieving educational goals.