Siyazama Secondary School, located in a township near Durban, has about 1 500 learners and 40

Question

teachers. Most classes consist of about 50 students; the school and the local community have no
formal sports facilities, but the school is situated on a large, well-kept field. While the school is
generally neat in appearance, some classrooms need repair.
The teachers are all qualified, but in most cases their initial training was inadequate. There are
several young female teachers on the staff, but most of the management staff are older male
teachers. Conflict has arisen over the years about a number of issues. This tends to relate to
involvement in teacher unions and strike action, workload, conditions of service and a lack of
professional responsibility. The staff seem to be divided between those who are committed to their
work and those who do the minimum that is required. Mostly they feel unsupported by their
principal.
The way the school is governed is of particular concern. The SGB consists of the principal, one
teacher, three parents and two members of the community. Decisions are generally taken by the
principal with little to no consultation with staff. Although the tight management style has resulted
in relatively good examination results, there is considerable dissatisfaction among both staff and
learners with his approach. The principal is known for his lack of effective communication and
positive interpersonal relationships. This has resulted in diminishing parent involvement. At the same
time, however, teachers are wary of greater parent involvement and have refrained from
encouraging parent involvement.
One of the biggest problems in the school is the poor school attendance and high drop-out rate.
Some learners have returned to school after having dropped out. As a result, most classes have
widely differing ages, and many of the older learners in the classes have educational needs that are
not being met.
On the positive side, the school has a gifted drama and music group that has developed a reputation
in the local community for providing lively entertainment. There has also been some development in
sports, especially soccer. The school has a number of soccer teams that are interacting with other
schools in the district.
4.1 “The necessity for positive group interactions to attain educational goals are seen as nonnegotiable”
(Squelch & Lemmer in Prinsloo, 2013).
Re-examine the characteristics of successful groups and ascertain why the staff of Siyazama
Secondary School cannot be considered a successful group. Use your knowledge of groups to
improve their shortcomings and suggest options to strengthen team-building efforts. Your answer
should be well supported with in-text references and should be applied to the scenario at Siyazama
Secondary School. (Max 500 words) (25

Answer 1

To assess why the staff of Siyazama Secondary School cannot be considered a successful group and to propose options for improvement, we must first examine the characteristics of successful groups. Successful groups generally exhibit effective communication, shared goals, mutual respect, and a high level of collaboration (Tuckman, 1965; Johnson & Johnson, 2009). At Siyazama, however, several characteristics undermine these principles, leading to dysfunction within the staff.

Lack of Effective Communication

One significant shortcoming is the lack of effective communication from the principal towards the staff. Communication is integral for fostering an environment of trust and openness, which are essential for team success (Hackman & Oldham, 1976). The principal's tight management style, characterized by unilateral decision-making, creates an environment where teachers feel sidelined and unsupported. This situation breeds conflict and dissatisfaction among staff members, disrupting collaborative efforts required for effective group functioning.

Insufficient Professional Collaboration

Moreover, the existing divide between committed teachers and those who do the minimum indicates a lack of cohesion and shared commitment to the educational goals of the school. Successful groups thrive on a shared purpose; when individuals feel disconnected from the collective mission, the group's effectiveness diminishes (Katzenbach & Smith, 2005). In this context, the varying levels of engagement and motivation among staff hinder the establishment of a unified approach to education.

Distrust and Wariness

The wariness among teachers towards increased parental involvement further complicates matters. A successful group is one that embraces diverse perspectives and actively seeks to involve key stakeholders (Owen, 2009). In Siyazama, the lack of encouragement of parent participation reflects a missed opportunity for additional support and resources that could enhance educational outcomes and strengthen community ties.

Status Differences

The staff composition also contributes to ineffective group dynamics. With only one teacher represented on the SGB, and decision-making concentrated in the hands of the principal, teachers may feel their contributions are undervalued. This hierarchical structure can stifle initiative and discourage team-building (Müller & Turner, 2007).

Strategies for Improvement

To address these shortcomings and strengthen team-building efforts among staff members at Siyazama Secondary School, several strategies can be implemented:

1. Encourage Open Dialogue: Establish regular meetings where teacher input is solicited and considered in decision-making processes. Active listening and feedback mechanisms can help the principal better understand teacher needs and foster a culture of collaboration.

2. Team-Building Workshops: Conduct team-building workshops that focus on developing interpersonal relationships and communication skills among staff. Activities that align with shared goals can promote trust and camaraderie.

3. Enhanced Parent Involvement: Educate staff on the benefits of increased parental engagement and create programs that proactively involve parents in school activities. This shift can enhance support for both teachers and learners.

4. Professional Development: Offer professional development opportunities that not only enhance teaching skills but also focus on teamwork and collaboration strategies. This can empower teachers and provide them with tools to work more effectively as a group.

5. Shared Leadership Models: Introduce collaborative leadership structures where teachers can take on leadership roles within their areas of expertise. This can mitigate feelings of hierarchy and allow for diverse voices to be heard in school governance.

In conclusion, while the staff at Siyazama Secondary School faces several challenges that hinder their effectiveness as a successful group, implementing strategies focused on communication, collaboration, and involvement can foster a more cohesive and productive environment. By prioritizing these aspects, the school can work towards achieving its educational goals and improving learner outcomes.