Perceptions on transparency, accountability, and public access to information in teacher recruitment processes of a selected circuit in Pinetown District, KwaZulu-Natal

Abstract

Globally, transparency, accountability and public access to information are dominant operational principles for good governance. They have been recognized to be of significance for addressing developmental failures and democratic deficits. Within the South African government, the Department of Basis Education has been experiencing a continuous challenge regarding transparency, accountability, and public access to information. The hiring procedures for educators are seemingly being manipulated. This study set out to examine perceptions on transparency, accountability, and public access to information in teacher recruitment processes of a selected circuit in Pinetown District, KwaZulu-Natal. The objectives to achieve the above aim were to establish perceptions on the factors that influence the availability or lack of transparency, accountability, and public access to information in teacher recruitment processes of a selected circuit in Pinetown District, ascertain measures that are in place for transparency, accountability, and public access to information in teacher recruitment processes of a selected circuit in Pinetown District, and determine strategies that need to be established to build transparency, accountability, and public access to information in teacher recruitment processes of a selected circuit in Pinetown District. The study was guided by Batho Pele principles of 1997 as a conceptual framework that institutionalizes transparency in the provision of information. According to Pietersen (2014) this principle was implemented with a focus to improving service delivery in the educational system of South Africa which has shifted to the local administrative level and more especially to educational districts An interpretivism was adopted allowing qualitative approach within a survey research design. The populations targeted were school principals, members of unions, members of school governing bodies and circuit managers. A census was employed in targeting school principals. Members of school governing bodies and unions were targeted within the schools. Qualitative data was analyzed through thematic analysis. The study findings outlined the importance of transparency, accountability and public access to information in teacher recruitment processes. It was however, shown that there is no satisfaction on how transparency, accountability and public access to information in teacher recruitment processes is conducted within the Department of Basic Education. The study findings revealed that the factors that influence the availability or lack of transparency, accountability, and public access to information in teacher recruitment processes in the Pinetown District were the failure of stakeholders to adhere to the procedures, stakeholders to departure from their initial roles, and excessive intervention. The research also revealed that there are procedures in place, such as Personnel Administrative Measures, to ensure openness, responsibility, and public to information in the Department of Education. As a strategy, stakeholders should adhere to the Batho Pele principles, there should also be an improvement from the government initiatives to promote transparency, accountability, and public access to information in teacher recruitment processes.