Challenges and Implications of Principals’ Governance Role in Zambezi Region, Namibia
Stanley C. Chombo & Soane J. Mohapi
Abstract
The purpose of this study was to investigate the challenges and implications of principals’ governance role in Zambezi region, Namibia. The study was located within the interpretive paradigm and adopted a qualitative case study research approach. The data was gathered using interviews. In this study, the researchers worked with principals of primary, combined and secondary schools in Zambezi region, Namibia. For the purpose of the study, the researcher selected five principals to investigate the challenges and implications of principals’ governance role in Zambezi region, Namibia. The findings from principals in this paper revealed that school board members (SBMs) misunderstood and did not adhere to their roles and responsibilities as outlined by the Ministry of Education, Arts and Culture (2001, p. 15-16; 2016, p. 5-13). The findings from interviews revealed that principals seemed to find it difficult to ensure that SBMs attended school board meetings when invited. They gave many excuses and were losing interest in participating in school activities. The findings from interviews revealed that SBMs wanted to be given sitting allowances when attending school board meetings. Participating principals stated that parent SBMs always raised this issue in school board meetings. The findings from interviews revealed that the illiteracy level of parent SBMs was ruining their working relationship with principals. The majority of parent SBMs were illiterate and elderly. They lacked the necessary knowledge to understand and adhere to policy issues. They relied on principals for advice and the clarification of policy issues.