Social Justice and Capabilities of School Management Teams Towards Achieving Sustainable Development Goal 4 in Rural Schools
DOI:
https://doi.org/10.17770/eid2026.1.112Keywords:
social justice theory, capabilities approach, education and rurality, sustainable development goals, school management teamsAbstract
Despite extensive research and policies advocating for quality education globally, rural schools in South Africa continue to grapple with substantial challenges in achieving Sustainable Development Goal (SDG) 4. The School Management Teams (SMTs) are identified among the stakeholders who play a crucial role in addressing these challenges. However, few studies employ the social justice and capabilities lenses to understand SMTs' perspectives on the functioning of such schools towards achieving SDG 4. Yet, the quality of teaching and learning in such contexts partly depends on these Teams. Thus, limited knowledge of their voice limits their possible contributions to policy and practice. Drawing from the findings of a qualitative study that was conducted in Limpopo on supporting the ‘progressed learners’ in rural high schools, this paper contributes knowledge towards reducing this gap. Seven schools were conveniently sampled based on accessibility. In each of the sampled schools, the members of the SMT (principal, deputy principal, and department heads) were interviewed individually after the semi-structured interviews, and the data were analyzed thematically. The findings indicate that social justice challenges hinder the attainment of SDG 4 in rural schools. These schools face inequalities reflected in staff shortages, limited funding, poor infrastructure, and social issues, compounded by weak community involvement and top-down policies. Although the SMTs show capacity through collaboration, learner support, and innovative fundraising, their impact is limited by insufficient expertise, authority, and resources. Achieving SDG 4, therefore, requires addressing systemic inequalities and strengthening SMT capacity for sustainable, context-based solutions.
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