The Provision of Support Services to Mainstream Class Teachers by School Management Teams: A Case of Johannesburg Independent Schools

Abstract

Support services from school management teams play a critical role in empowering teachers to effectively teach students with learning disabilities in their mainstream classes. More so, constant engagement and support from school authorities help shape the direction and scope of inclusive education in the school. The study was aimed at establishing the extent to which School Management Teams (SMTs) of Johannesburg South District independent schools avail themselves to the mainstream class teachers for extra supports and services. The results of the study indicate that teachers in independent mainstream schools are left alone to carry the burden of teaching those with learning disabilities yet they lack in skills to differentiate the instruction in their mainstream classes. Furthermore, the results of the study also indicated that school principals are primarily interested in the improvement of their annual assessment outcomes which guarantee them funding from Government at the expense of the promotion of quality education for those with learning disabilities. The study was conducted through the qualitative research methodology. This was particularly so because the researcher wanted to use the phenomenological design which sought to uncover what the teachers are experiencing in relation to the support they are receiving from their school management teams. The sample of the participants included teachers who are currently teaching in Johannesburg independent schools. Critical theory was used in this study.

DOI: 10.5901/mjss.2015.v6n1s1p30