Factors Affecting South African District Officials' Capacity to Provide Effective Teacher Support (Report‪)‬

Introduction The significance of local school districts in mediating between schools and the government is undeniable (Abele, Iver, & Farley, 2003; Anderson, 2003; Hightower, Knapp, Marsh, & McLaughlin, 2001; Spillane, 2000, 2002). Their influential role, which includes ensuring quality teaching and learning, effective assessment, increased learner performance, and achievement, to mention but a few, is indispensable (Anderson, 2003; Iver, Abele, & Elizabeth, 2003). As the literature shows, school districts are key elements and authorized agents that oversee and guide schools (Massell, 2000). They are the vital institutional actors in educational reforms (Rorrer, Skrla, & Scheurich, 2008), and the major sources of capacity building for the schools (Massell, 2000). These district functions and responsibilities are true but also in the South African context. The South African school districts are the intermediaries between the National and Provincial Departments of Education and the local schools, and their officials play a fundamental role of overseeing the implementation of all new policies developed by the National Department of Education and implemented by the nine Provincial Departments of Education. Roberts (2001) describes the primary function of school districts in South Africa as twofold: to support the delivery of curriculum in schools and to monitor and enhance the quality of learning experiences offered to learners. He argues that district offices have a particular role to play in working closely with local schools and ensuring that local educational needs are met. As he explains, in supporting the primary function of the district, there are five possible areas of operation: policy implementation; leading and managing change; creating an enabling environment for schools to operate effectively; intervening in failing schools; and offering administrative and professional services to schools and teachers. Furthermore, Roberts believes that these different areas of operation should be aligned to support the district's primary purposes, teaching and learning.