Factors influencing organisational effectiveness of poor and wealthy primary schools in South Africa
ABSTRACT This study was aimed at better understanding what factors are associated with organisational effectiveness in “poor” and “wealthy” primary schools within South Africa using the PIRLS 2011 dataset. A measure of socio-economic status was created using household possessions and this was used to create the “poor” and wealthy” subsets of data. In this study literacy was used as a proxy for organisational effectiveness. Correlations between school level factors and organisational effectiveness are provided and a stepwise regression was run for student level variables for both the “poor” and “wealthy” subsets. This study illustrated that organisational effectiveness varied across socio-economic lines, with “wealthy” schools achieving a higher degree of organisational effectiveness in comparison to “poor” schools. Factors that were found to be significant for the “poor” school subset included general resource shortages, a school’s involvement with parents, a student’s confidence in reading as well as bullying in school. For the “wealthy” subset, factors that were found to be significant include teacher satisfaction, a student’s confidence in reading, bullying in school and the parent’s attitude toward reading. At a school management level, it is recommended that improvements in resource management, teacher autonomy and a school’s involvement with parents could be used to improve the organisational effectiveness of a school. Furthermore it is recommended that school programmes aimed at reducing the prevalence of bullying employ strategies that involve parents as well.
School management and organization -- South Africa,Organizational change ,Elementary schools