The influence of school proprietors on the roles and responsibilities of school governing bodies in church-owned schools in Lesotho (original) (raw)

Abstract

I extend my sincere appreciation, gratitude and indebtedness to all people who contributed directly or indirectly towards completion of this study.  My special thanks to my supervisor Dr Teresa Ogina who worked tirelessly to give me support and guidance that I needed throughout my study. If it were not for her patience, dedication, encouragement, and expertise, completion of this work could not have been a reality.  My sincere thanks to the management and staff of St. Catherine's High School for their word of encouragement and support in my studies.  My deepest gratitude to my wife, ʼMabongani Nkanda, and my two children, Bongani Nkanda and Lindiwe Nkanda, for their love, unwavering support, patience, and understanding.  Most importantly, thanks be to Almighty God for giving me strength and wisdom to endure all pain and challenges that go with this kind of work. iii DEDICATION I dedicate this dissertation to my family: my wife, ʼMabongani Nkanda; my son, Bongani Nkanda; and my daughter, Lindiwe Nkanda. They supported me during those times of my study.

Key takeaways

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  1. School proprietors significantly influence the governance roles of School Boards (SBs) in church-owned schools.
  2. 90% of schools in Lesotho are church-owned, creating a unique governance context.
  3. The Lesotho Education Act of 2010 mandates School Boards to manage staff, finances, and infrastructure.
  4. Proprietors prioritize religious education, impacting curriculum and hiring practices.
  5. Strained relationships exist between proprietors and SBs, often due to power dynamics and unclear roles.

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