摘要：The advent of democra cy in South Africa in 1994 paved the way for educa tiona l transformation. The main feature of this transformation involves a shift from managing via a bureaucratic model to a colla borative model. This has resu lted in a proliferation of education legislation and policies underpinne d by burea ucratic ma na ge ment practice s such a s accounta bility, rules and regulations, policie s a nd procedures, hiera rchica l autho rity structures, division of labour a nd job specification. T he South African Schools Act encourages principals and governing bodies to form collaborative partnerships with va rious educational institutions, academics, teachers a nd learners. However, in order to achieve authentic collaboration among teachers, management practices will need to place a greater empha sis in mana ging the school in less burea ucra tic ways as this usually results in teachers collaborating in a contrived way. Contrived colla boration arises through administrative control, imposed on tea chers regardless of their desires in order to secure the implementa tion of national or provincial legislation/policies or even school policies. Using a structured questionnaire, this research examines the perceptions of tea chers on the association between ma nagem ent practices and authentic collabora tion to predict which aspects of management practices foster such collaboration. A multiple regression analysis on management practices tha t enhance authentic collabora tion shows that effective colla boration is promoted by ma nagement practices that promote harmonious interpersonal rela tionships among staff in a reciprocal relationship w ith authe ntic c olla bora tive management practice s. Authentic colla bor ation is impeded b y espousing expected collaborative tea ching practices, by management practices tha t empha size task effectiveness as well as by the principals' per ceived management style .
关键词：G enuine Work ing Relationships. Contr ived Collaboration. Bureau crac y. O rga niza tional Pr actice s. ; Collegia lity. Administrative Control
