(Dis)Enablers of Democratization of Secondary School Governance in Zambia

This study sought to explore the functioning of school governing bodies (SGBs) with a view to understand how SGBs enable or disenable democracy in selected secondary schools in the Southern Province of Zambia. The study utilized a qualitative research approach and was underpinned by the conceptual framework of decentralization. The sample comprised members of SGBs (2 chairpersons, 2 head teachers, 2 parent governors, and 2 teacher governors). Data collected from interviews were analyzed thematically, while observations and document review data were analyzed using content analysis. The study established the existence of both enabling and disenabling elements in SGBs. The study concluded that the SGBs were, in the main, democratic and had implemented the principle of decentralization with participation by all eligible stakeholders. Despite the presence of democratic features, certain undemocratic elements were identified in the SGBs. The study further revealed that the SGBs’ lack of adequate preparation impacted negatively on effective delivery by members, and this was in part attributed to some of the disenabling elements found among SGBs. The study, among other things, advocates for the training of school governors if they are to act more democratically.