Experiences of resource-scarce rural primary school principals on the optimal utilisation of the South African School Administration and Management System

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This article explores optimal utilisation of the SA-SAMS in rural primary schools in the Eastern Cape Province of South Africa. The Socio-Technical theory underpinned the study and a qualitative research approach, using the Buffalo City Education District as a case study was adopted. The study showed that the optimal utilisation of the SA-SAMS is negatively affected by three main factors, namely, technological infrastructure deficiencies, insufficient training and capacity building, limited technical support and system maintenance. In addressing the identified barriers, the study recommends that the provincial department prioritise partnerships with South African telecommunication service providers to ensure stable internet access. In addition, the Department of Basic Education, with the assistance of the provincial education department and districts, should provide comprehensive and ongoing training to the end-users of the SA-SAMS. The deployment of district or circuit technical support teams that are easily accessible and which respond promptly to technical issues should be prioritised within this province.

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