The role of school management teams in developing effective teamwork: a case study of two primary schools in the Umlazi District.
Mzimela, Debra Busisiwe.
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The purpose of this study was to explore and document the experiences and the perceptions of School Management Teams (SM Ts) about their role in the development of effective teamwork in two primary schools in Umlazi district. It is hoped that the study will contribute to deepening the understanding of how SMTs experience teamwork development. The research design was qualitative utilising a case study approach. The data was generated through the use of semi-structured interviews of school principals and the deputy principals, focus group interviews comprising of the Heads of Departments (HODs), and documents review. The data gathered was received, coded and organised into themes, categories and sub-categories. This study adopted the Tuckman's theory of development and the Woodcock's sequence development which underline that SMT members must know and understand these stages before they attempt teamwork development initiatives. Furthermore, shared decision through teamwork and collaboration is vital, as is the condition that the School Management Team uses so that effective teaching and learning takes place. The findings indicated that School Management Team members have a clear understanding of teamwork approach. Collaboration and teamwork practices predominates other approaches and appears to promote effective school improvement and teaching and learning in their schools. This motivates SMT and the teachers to initiate programmes that aim to develop teachers and improve their teaching and in tum this impacts positively on teachers' attitudes towards their work. Furthermore, the study found that the barriers to team-working are as a result of inadequate training of SMT members in teamwork approach. The study recommends that sufficient workshops and training including internal teacher development with regard to teamwork are necessary for successful school effectiveness.