Abstract:
ABSTRACT
This study sought to find out the nature of relationships between School
Administrators and SDCs in secondary schools in Mbare /Hatfield District,
Zimbabwe. Qualitative research methodology was chosen for this study as well as the
descriptive research design. The study consisted of a sample of 5 SDC members and
School Administrators. Interviews were used to collect data from both SDC members
and school Administrators. The interview guides were given to Solusi University
experts for face and content validity. Data were collected, coded and themes were
identified. The study revealed that both the school administrators and the SDCs know
their roles and in most schools, there are no role conflicts. The study also revealed
that there are cordial relationships between School Administrators and SDCs in most
secondary schools. Based on the findings recommendations were made for
Policymakers to make sure workshops are held to make sure both SDCs and school
administrators understand their roles. Schools should also initiate exchange programs
where their SDCs interact and share ideas. Recommendations were also made for
further studies to be done in the rural areas. There is also need for other researchers to
look at contributions of SDCs towards school management.