School Board Members' Self-Efficacy Beliefs About Their Governance Tasks: A Case Study Of Two Districts In Lesotho

Senekal, S.L.; Mhlolo, M.K.

dc.contributor.author	Senekal, S.L.
dc.contributor.author	Mhlolo, M.K.
dc.date.accessioned	2019-10-08T09:55:10Z
dc.date.available	2019-10-08T09:55:10Z
dc.date.issued	2018
dc.identifier.issn	1684-4998
dc.identifier.uri	http://hdl.handle.net/11462/2022
dc.description	Published Article	en_US
dc.description.abstract	Although decentralization has led to greater autonomy for school boards [SB]; many of them seem to be ineffective. This paper examined the extent to which SB members perceived their tasks as challenges or as threats. Bandura's selfefficacy theory framed this qualitative study in which 108 participants were purposively sampled. A Skills Confidence Inventory (SCI) was used to collect data. The results from this study show that SB members have moderate to high self-efficacy beliefs in 5 of the 7 roles that were investigated. Further studies should be conducted to determine the responsive levels existing within the school governance environments.	en_US
dc.language.iso	en	en_US
dc.publisher	Bloemfontein: Central University of Technology, Free State	en_US
dc.relation.ispartofseries	Journal for New Generation Sciences, Volume 16, Number 2;
dc.subject	School governance	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Skills Confidence Inventory	en_US
dc.title	School Board Members' Self-Efficacy Beliefs About Their Governance Tasks: A Case Study Of Two Districts In Lesotho	en_US
dc.type	Article	en_US