FROM POLICY TO PRACTICE: SCHOOL MANAGEMENT TEAMS’ RESPONSES TO SCHOOL VIOLENCE IN RURAL SOUTH AFRICAN SCHOOLS

Abstract

Incidents of violence at educational institutions persist in South Africa, despite the existence of regulations and standards designed to provide secure and nurturing environments for learning. The disparity between policy objectives and their execution at the school level necessitates a thorough analysis of how school management teams (SMTs) perceive and address violence in their environments. The aim of this research was to assess the extent of implementation of school violence policies, management, and preventive tactics by School Management Teams in rural South African educational schools. A qualitative study design was used to gain a deeper understanding of SMTs’ experiences and practices. Semi-structured interviews with intentionally chosen members of the SMT underwent thematic analysis. Research suggests that School Management Teams (SMTs) play a crucial role in translating policy into school operations via disciplinary measures, preventive strategies, cooperation with educators and parents, student assistance, and involvement with external partners. Nonetheless, the initiative was inadequately executed owing to insufficient resources, little parental engagement, weak institutional backing, and the violent and socio-economic circumstances of the adjacent communities. Research indicates that both governmental policy mandates and the environment of rural educational establishments influence SMT reactions. The paper asserts that combating school violence requires moving beyond policy compliance to contextually aware implementation that strengthens school leaders' competencies and cultivates partnerships among schools, families, communities, and educational bodies. This study enhances the existing literature on school violence by highlighting the significant influence of school administration in bridging the gap between educational policy and the routine behaviours inside schools.