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The undeniable impact of implementing school management systems on the efficiency of school administration in the Global South is evident. Nevertheless, the implementation of school management systems can provide significant challenges, particularly in educational settings with little resources, such as township schools. This qualitative study examined the impediments to the optimal efficiency of SA-SAMS in three township schools located in the Nkangala Education District, Mpumalanga Province, South Africa. The study was based on the people, processes, and technology framework (PPTF). A deliberate sampling technique was employed to choose a sample of five administrative clerks and three principals. The results indicated that administrative clerks identified several obstacles: 1) unreliable internet connectivity; 2) issues related to the delayed release of the assessment patch and changes to its structure during the school term; 3) glitches in learner admissions, leading to the deletion of profiles of learners admitted to schools in the middle of the year, exacerbated by the system's inability to smoothly process admissions of foreign learners; 4) lack of onsite technicians to provide technical support, necessitating schools to allocate funds designated for academic and operational programmes to hire private technicians. Meanwhile, principals identified two main issues: 5) limited acceptance among teachers and 6) the inadequacy of provincial SA-SAMS helpdesk workers, whose skills frequently failed to offer necessary technical assistance when system issues developed. The study suggested ensuring dependable internet access for schools with limited resources, promptly releasing the patch, maintaining clear and timely communication regarding patch format changes, providing training to teachers on SA-SAMS, offering on-site technical support to schools, and employing competent SA-SAMS provincial helpdesk personnel.

This qualitative research article examines the challenges faced by campus managers in managing educational resources within a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study aims to inform and enhance resource management practices in similar educational settings by exploring the real-life experiences of campus managers. Specifically, the research focuses on understanding the challenges encountered by campus managers in their role of managing educational resources at a TVET college. The study adopts an interpretive paradigm and utilises thematic data analysis to analyse the perspectives of three campus managers from distinct campuses within a single TVET college. Participants were purposively selected, and semi-structured interviews were conducted to collect data. In adherence to COVID-19 regulations, interviews were facilitated through the Zoom platform to ensure social distancing. Thematic data analysis was employed to identify recurring themes and patterns within the data generated from the participants' responses. The findings reveal several challenges campus managers face, including prolonged and stringent procurement processes, inadequate supply of educational resources, financial constraints, and suboptimal maintenance of educational facilities.

This qualitative research article examines the challenges faced by campus managers in managing educational resources within a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study aims to inform and enhance resource management practices in similar educational settings by exploring the real-life experiences of campus managers. Specifically, the research focuses on understanding the challenges encountered by campus managers in their role of managing educational resources at a TVET college. The study adopts an interpretive paradigm and utilises thematic data analysis to analyse the perspectives of three campus managers from distinct campuses within a single TVET college. Participants were purposively selected, and semi-structured interviews were conducted to collect data. In adherence to COVID-19 regulations, interviews were facilitated through the Zoom platform to ensure social distancing. Thematic data analysis was employed to identify recurring themes and patterns within the data generated from the participants' responses. The findings reveal several challenges campus managers face, including prolonged and stringent procurement processes, inadequate supply of educational resources, financial constraints, and suboptimal maintenance of educational facilities.

The undeniable impact of implementing school management systems on the efficiency of school administration in the Global South is evident. Nevertheless, the implementation of school management systems can provide significant challenges, particularly in educational settings with little resources, such as township schools. This qualitative study examined the impediments to the optimal efficiency of SA-SAMS in three township schools located in the Nkangala Education District, Mpumalanga Province, South Africa. The study was based on the people, processes, and technology framework (PPTF). A deliberate sampling technique was employed to choose a sample of five administrative clerks and three principals. The results indicated that administrative clerks identified several obstacles: 1) unreliable internet connectivity; 2) issues related to the delayed release of the assessment patch and changes to its structure during the school term; 3) glitches in learner admissions, leading to the deletion of profiles of learners admitted to schools in the middle of the year, exacerbated by the system's inability to smoothly process admissions of foreign learners; 4) lack of onsite technicians to provide technical support, necessitating schools to allocate funds designated for academic and operational programmes to hire private technicians. Meanwhile, principals identified two main issues: 5) limited acceptance among teachers and 6) the inadequacy of provincial SA-SAMS helpdesk workers, whose skills frequently failed to offer necessary technical assistance when system issues developed. The study suggested ensuring dependable internet access for schools with limited resources, promptly releasing the patch, maintaining clear and timely communication regarding patch format changes, providing training to teachers on SA-SAMS, offering on-site technical support to schools, and employing competent SA-SAMS provincial helpdesk personnel.