Exploring the Strategies used by the School Management Teams (SMTs) in Addressing Poor Academic Performance Post-pandemic in Rural High Schools of Mopani West District, Limpopo Province, South Africa

Abstract

The purpose of this study was to explore the strategies used by the School Management Teams (SMTs) in dealing with poor academic performance in rural high schools of Mopani West District, Limpopo Province, South Africa. The study utilized a qualitative methodology, specifically employing an interpretative case study design. The study employed purposive selection, a type of nonprobability sampling, to pick one principal, their heads of departments (HoDs), and learners from each of the six sampled schools in the Mopani-West area to participate in the study. Out of the sample, three schools have shown outstanding performance, while the remaining three schools exhibited underperformance. The process of data collecting involved conducting semi-structured interviews, while the acquired data were analyzed using theme analysis. The results demonstrated that the active participation of parents, local leaders, and volunteers in outreach activities conducted by SMTs offers important resources and specialized knowledge to cater to the specific requirements of students in remote regions. The results also indicated that the SMTs support programs not only enhance academic achievement but also cultivate a feeling of pride and ownership within the community, demonstrating the twin advantages of these initiatives. Through engaging in collaboration with people of the local community, educators can get a more profound comprehension of the cultural milieu and obstacles that learners encounter, enabling the implementation of educational interventions that are more customized and pertinent. These programs frequently incorporate mentorship, tutoring, and extracurricular activities to establish a comprehensive learning environment. Keywords - School Management Teams, Strategies, Academic Performance, Pandemic, Rural South Africa