Abstract

Despite government's effort in coming up with policies and guidelines that encourage SMCs and PTAs in management and governance of secondary schools, schools still experience challenges that render them inefficient and ineffective. The purpose of this study therefore was to explore the effectiveness of PTAs / SMCs in secondary school management. The study used both qualitative and quantitative (though descriptively) research methods for generating data. To generate data the study used different types of instruments namely; questionnaires and semi-structured interview guides. The study was carried out in eight secondary schools which were purposively selected from Mchinji and Lilongwe districts. Participants to the study included head teachers, teachers, school prefects, and SMC and PTA members. The findings of the study revealed that most members have not received a formal training on their roles and responsibilities. There is lack of uniformity among school committee members on how issues of quality of learning are addressed. Most secondary schools have no School Improvement Plans. Schools that have School Action Plans do not involve SMC/PTAs in preparation of this document as evidenced by interviews with PTA/SMC members. The study concludes that with high levels of inefficiencies in public secondary schools, PTAs/SMCs are well positioned to keep administrations in check within the context of decentralisation in Malawi. The untrained PTAs/SMCs offer very little to advance this cause as their participation is very limited. The implication is that there is need for PTAs/SMCs trainings which should be facilitated by Educational Planners and Secondary School Inspectors to ensure that the committees are empowered to hold management accountable.

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School	: School of Education
Issued Date	: 2017

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