Author(s)

Sibongamandla Silindokuhle Dlomo, Alan Bhekisisa Buthelezi, Admire Chibisa

Department of Education, Educational Management Foundations, University of Zululand, Empangeni, South Africa.

This study investigates the transition from traditional paper-based administrative systems to the South African School Administration and Management System (SA-SAMS) in rural schools within the iLembe District. With a focus on the experiences of 24 school management team (SMT) members—including 8 principals, 8 admin clerks, and 8 departmental heads, the research employs in-depth interviews to explore the practicalities and implications of adopting SA-SAMS. The study examines key sub-themes, such as system usability, training and support, technological infrastructure, role clarity, and perceived benefits. Findings reveal both significant advantages, such as improved data management and efficiency, and notable challenges, including insufficient training and technical support. The study underscores the need for enhanced training programs and better infrastructural support to maximize the effectiveness of SA-SAMS in rural educational settings. Recommendations include tailored professional development and improved support systems to facilitate a smoother transition and more effective utilization of the digital platform.

SA-SAMS, Digital Transformation, Rural Education, School Management, Technology Integration

Dlomo, S. S., Buthelezi, A. B., & Chibisa, A. (2024). From Paper to Pixels: The SA-SAMS Journey and What It Means for Our Schools. Open Journal of Social Sciences, 12, 386-401. doi: 10.4236/jss.2024.1211028.