Do school administrative clerks staff contribute to management practices?

Practice in selected WCED schools

Educational management and leadership (EML) studies tend to only focus on those individuals in and around schools that have formal management and leadership responsibilities like principals, heads of departments (HODs) and members of the school governing body (SGB). There has been a somewhat neglect of those who are not part of the formal group like administrators, bursars, secretaries and office managers, but who also contribute to the management and leadership vision and operation of their schools. Data from a qualitative study done as part of a broader evaluation study on behalf of the WCED (do you require their permission?), are analyzed with regard to the practices of the school administrative staff. The qualitative study consisted of semistructured interviews with three administrative clerks from different schools, their principals and members of the school governing body. In addition three focus group sessions were conducted with more than 12 administrative clerks. The data were analyzed using a practice perspective (Schatzki, 2006) which tries to cross the agency vs. structure divide and the individualist vs. societal divide to analyze practices amongst individuals within a context. The results show that due to impact of decentralization and school based management,with the increasing administrative demands are (due to impact of decentralization, i.e. the relevant post 2000 context worldwide) being placed on the principal. Thus the principal , he/she is delegating responsibilities to the deputyprincipal, senior teachers and the administrative staffclerks. This has lead to administrative clerks tasks being broadened to include management and leadership practices (and activities??). The administrative clerk is generally involved in basic tasks of data recording, storing and data management. Some of them fulfill the function of bursar and are responsible for managing the flow of money, keeping records, collecting money and letting the SGB know what the state of the school finances are. Some of them even manage the tasks of the cleaning staff. Thus, at the very least they can be seen as lower managers or first-line managers. (says who??). We (who is we??????) you have to say is it Aacademics, goveducational officials and other education stakeholderst. etc etc) have to change our their view of EML in schools to embrace the current practices of administrative staff, as well as the potential role they may play in the sound management and leadership of schools

which may free the principal to pursue instructional leadership in order to ultimately improve (Why must we do this? Will teaching and learning learning at schools.the real purpose of schools benefit)

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