The management of learning and teaching support materials in public schools : a comparative study.

Abstract

In South Africa a large percentage of the financial allocation to schools is earmarked annually to procure learning and teaching support materials (LTSM) in public schools both section 20 and 21 schools. All public schools are mandated to manage state funds effectively and spend their LTSM budget allocation according to Department of Education prescribed requirements. The study aimed to explore the role of the School Management Team (SMT) in the management of LTSMs in schools. The study sought to achieve three objectives: firstly, to examine the role of the SMT in the management of textbooks in schools. Secondly, to understand the challenges faced by SMT in the management of textbooks in schools. Thirdly, to understand how challenges are addressed in schools. The study is underpinned by two theories, namely strategic management theory and resourced based theory. Methodologically, this study adopts a case study research design. The data was generated through semi-structured interview and document reviewed in the form of LTSM retrieval policy was used. The data was analysed using thematic approach. The study‘s findings reveal that the SMT comprises the LTSM committee. The LTSM committee is responsible for the procurement and management of textbooks in schools. Findings also pointed to a number of challenges. One key challenge was inadequate LTSM budget allocation. The study concluded that there is no effective implementation of LTSM policy in schools. This study recommended that the School Governing Body (SGB) needs to monitor the work of the LTSM committee in the implementation of LTSM policy in schools. Further, the LTSM committee must be accountable to the SGB and the Department of Education regarding how LTSMs are managed in schools.