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The Expectations of School Governing Bodies with Respect to Educator Workloads: An Education Labour Law Analysis. Dr Lorinda Minnaar – EMASA Conference, Bellville, 2011. PURPOSE OF THE STUDY
Dr Lorinda Minnaar – EMASA Conference, Bellville, 2011
To determine the expectations that governing bodies of public primary schools in middle-class contexts hold of the work of educators in the light of prevailing education labour law.
1. What do members of governing bodies of public primary schools situated in middle-class contexts expect of educators with respect to educator workloads?
2. To what extent are governing body expectations of educators, in respect of their workloads, aligned with or divergent from prevailing education labour law?
1. International Literature:
Dinham & Scott – Rush to Reform Education
Naylor & Schaefer – BCTF Reports on Educator Workload
Naylor – Time-Use Study
Hargreaves – Work Intensification Thesis
2. South African Literature
Educator Workload in South Africa Study – HSRC&ELRC
Chisholm & Hoadley Report – IQMS&RNCS
South African Schools Act, 84 of 1996 (Section 20)
National Education Policy Act, 27 of 1996 (Seven Roles)
Employment of Educators Act, 76 of 1998 (Core Duties)
Basic Conditions of Employment Act, 75 of 1997
Labour Relations Act, 66 of 1995
SAMPLE Public Primary Schools in Middle-Class Contexts(Bellville, Durbanville, Paarl, Stellenbosch and Somerset- West)
PARTICIPANTS SGB, Educators & Principals
DATA Open-Ended Questionnaires (SGB)
COLLECTION Time-Use Diaries (Educators - 2 weeks)
INSTRUMENTS Informal Conversations with Principals
DATA ANALYSIS Content and Document Analysis
SGB EXPECTATIONS OF EDUCATORS IN TERMS OF CORE DUTIES
SGB expectations of educators with respect to the core duties are aligned with prevailing education labour law because of its open-ended nature. It is not clearly defined, specific and explicit. It is characterised by silences and omissions, which afford members of SGBs legitimate opportunity to assign additional, unspecified duties and responsibilities to educators.
Highest: 50 hours
Very High: 12 – 23 hours
High: 5 – 10 hours
EDUCATOR TIME-USE DIARIES
To what extent will educators in future be able to respond to even greater parental expectations in regard to educator workloads?
Will this trend continue or will policy writers intervene?