The voices of school finance committee members on managing school funds in deep rural schools
Bhekithemba Phumlani Ngema & Simanga Phillip Lukhele
Abstract
This study aimed to examine the voices of school finance committee members regarding the management of school funds in deep rural schools in the uMkhanyakude District, KwaZulu-Natal, South Africa. The primary objective of the study was achieved through the identification of the hindrances that prevent finance committees from effectively managing school funds and the exploration of potential solutions to these challenges. The study employed an interpretive paradigm to facilitate an understanding of the phenomenon from the participants’ perspectives and was underpinned by the decentralisation theory. Four deep rural secondary schools in the uMkhanyakude District were purposively selected as research sites. Participants included principals, treasurers, and finance officers, who were also purposefully chosen for the study. Data were collected through qualitative semi-structured face-to-face interviews and document analysis, and subsequently analysed and interpreted thematically. The findings revealed that while some finance committee members, particularly principals and finance officers, were aware of their roles and responsibilities, many parent members lacked basic literacy skills necessary for managing school funds. Additionally, the study found that the state deposits school finances into school accounts both late and in insufficient amounts. Therefore, the findings suggest that finance committee office bearers should receive ongoing training support to enhance their ability to manage school funds effectively. Furthermore, the study recommends that the Department of Basic Education (DBE) employ full-time facilitators with a Bachelor of Commerce (BCom) in Accounting to train finance committee members and that such training be conducted in the members’ mother tongue to ensure full comprehension.
Keywords
budgeting, finance committee, finance policy, South African Schools Act
Author information & Contribution
Bhekithemba Phumlani Ngema. Corresponding author. Department of Educational Leadership and Management, University of South Africa, South Africa. Email: 55746705@mylife.unisa.ac.za
Simanga Phillip Lukhele. Department of Educational Leadership and Management, University of South Africa, South Africa. Email: 17269741@mylife.unisa.ac.za
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines set by University of South Africa. The conduct of this study has been approved and given relative clearance(s) by the University of South Africa.
AI Declaration
AI tools were not used in writing this paper.
Notes
Acknowledgement
References
Aina, A. Y., & Bipath, K. (2020). School financial management: Insights for decision making in public primary schools. South African Journal of Education, 40(4). https://doi.org/10.15700/saje.v40n4a1756
Alumna, B. K., & Matsongoni, H. (2020). An investigation of the factors impacting on financial planning and management in Section 21 schools in the Sayidi Circuit, KwaZulu-Natal. International Journal of Research in Commerce & Management, 11(6). https://ijrcm.org.in/
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3. https://doi.org/10.1037/qup0000196
Camper, T. (2020). Managing school finances (Module 5). Heineman.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Cuthbertson, L. M., Robb, Y. A., & Blair, S. (2020). Theory and application of research principles and philosophical underpinning for a study utilising interpretative phenomenological analysis. Radiography, 26(2), e94–e102. https://doi.org/10.1016/j.radi.2019.11.092
Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
Dibete, K. J., & Potokri, O. C. (2018). Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa. International Journal of Educational Management, 32(5), 799–812. https://doi.org/10.1108/IJEM-03-2017-0058
Dibete, K. J., & Potokri, O. C. (2021). The functionality of finance committees in no-fee schools of Limpopo province, South Africa. National Accounting Review, 3, 256–271. https://doi.org/10.3934/NAR.2021013
Dlomo, S. S., Buthelezi, A. B., Mhlongo, H. R., & Ajani, O. A. (2022). Impact of the school governing bodies’ collaboration on school financial management in South African schools. Multicultural Education, 8(4), 36–46.
Department of Education. (2005). Education law and policy. Government Printers.
Finlay, L. (2021). Thematic analysis: The ‘good’, the ‘bad’ and the ‘ugly’. European Journal for Qualitative Research in Psychotherapy, 11, 103–116. https://doi.org/10.24377/EJQRP.article3062
Jansen, R. (2015). An evaluation of a school leadership development programme. University of Cape Town.
Kangumbe, E. K. (2023). Experiences of school board members in managing school finances in five public schools in Nzinze Circuit, Kavango West Region (Unpublished master’s thesis). University of Namibia.
Kanhai, B., & Matsongoni, I. H. (2020). An investigation of the factors impacting on financial planning and management in Section 21 schools in the Sayidi Circuit, KwaZulu-Natal. CLEAR International Journal of Research in Commerce & Management, 11(6).
Letsapa, M. (2021). Financial management strategies of school governing bodies in secondary schools in the North West Province (Unpublished master’s thesis). Northwest University.
Lukhele, S. P., & Lebeloane, L. D. M. (2024). Revisiting management of high school teachers during COVID-19: Implication for leadership contingency. International Journal of Educational Management and Development Studies, 5(3), 118–144. https://doi.org/10.53378/ijemds.353091
Lumadi, R. I. (2020). Critical path to a sustainable future of managing no-fee secondary schools in the Limpopo province. South African Journal of Education, 40(4). https://doi.org/10.15700/saje.v40n4a2044
Mafungu, T., Njini, S., Sithole, B. M., & Abel, S. (2022). A review of financial management practices in selected secondary schools in the Kwekwe District of Zimbabwe. International Journal of Sciences and Research, 78(1). https://doi.org/10.5281/zenodo.6654598
Mokwebo, A. A. (2021). Perceptions of parents in the school governing body on their role regarding accountable financial management in schools. University of Pretoria.
Montesquieu. (1748). The spirit of laws. In Complete works (Vol. 1). https://oll.libertyfund.org/titles/montesquieu-complete-works-vol-1-the-spirit-of-laws
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Ndima, M. M. (2022). An analysis of the effectiveness of the training offered to the public schools’ finance committees in Ekurhuleni South District of Education (Unpublished master’s thesis). University of Pretoria.
Nelius, R., & Onyango, D. (2022). Challenges facing school heads in controlling finances among Bukombe District public secondary schools, Tanzania. East African Journal of Management and Business Studies, 2(1), 1–6. https://doi.org/10.46606/eajmbs2022v02i01.0004
Ngema, B. P., Lukhele, S. P., & Lumadi, R. I. (2024). Examining the experiences of school governing body in handling school funds. International Journal of Educational Management and Development Studies, 5(4), 61–94. https://doi.org/10.53378/ijemds.353114
Nieuwenhuis, L. F., & Van Woerkom, M. (2007). Goal rationalities as a framework for evaluating the learning potential of the workplace. Human Resource Development Review, 6(1), 64–83. https://doi.org/10.1177/1534484306296432
Rangongo, P., Mohlakwana, M., & Beckmann, J. (2016). Causes of financial mismanagement in South African public schools: The views of role players. South African Journal of Education, 36(3). https://doi.org/10.15700/saje.v36n3a1266
Republic of South Africa. (1996). South African Schools Act 84 of 1996. Government Gazette, 377(17579), 1–50.
Sebidi, S. D. (2023). Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa. South African Journal of Education, 43(3), 1–8. https://doi.org/10.15700/saje.v43n3a2268
Setshogoe, M. R. (2021). Exploring the requirement and conduct of financial training programme for school governing bodies in the North West Province (Unpublished master’s thesis). Northwest University.
South Africa (Republic). (1996). South African Schools Act 84 of 1996. Government Printer.
Tumwebaze, Z., Bananuka, J., Kaawaase, T. K., Bonareri, C. T., & Mutesasira, F. (2021). Audit committee effectiveness, internal audit function and sustainability reporting practices. Makerere University Business School.
Yizengaw, J. Y., & Agegnehu, M. A. (2021). Practices and challenges of school financial resource management implementation in Bahir Dar City Administration of Ethiopia: A comparative study between government and private secondary schools. Cogent Education, 8(1), 1884340. https://doi.org/10.1080/2331186X.2021.1884340
Cite this article:
Ngema, B.P. & Lukhele, S.P. (2025). The voices of school finance committee members on managing school funds in deep rural schools. International Journal of Educational Management and Development Studies, 6(4), 22-44. https://doi.org/10.53378/ijemds.353277
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Most read articles
- Social media usage and the academic performance of Filipino junior high school students
- Exploring the factors influencing commuters’ satisfaction and the use of public utility buses in Quezon City, Philippines
- A narrative exploration of romantic experiences and ideal relationship standards among Filipino Gen Z
- Students’ exposure to social media and their radical involvement on the societal issues in the Philippines
- ChatGPT integration significantly boosts personalized learning outcomes: A Philippine study
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- Senior high school students’ awareness and literacy on computer software applications
- Self-perception of ABM students towards their academic, social and emotional college preparedness
- Enhancing financial literacy among Pantawid Pamilyang Pilipino Program beneficiaries
- Emotional intelligence and leadership efficacy of university student leaders