Administrative Practices Enforcing Excel in the Management of Grade 12 Final Examinations in the South African Education District

Abstract

The interconnected functions of policymaking, organizing, financing, staffing, work procedures, and control as administrative practices are essential for the effective management of Grade 12 final examinations in South African educational districts. However, inefficiencies throughout these education districts often stem from the inappropriate utilization of these administrative practices when managing Grade 12 final examinations. This study examines the influence that accurately applied administrative practices have on South African education districts officials entrusted to manage Grade 12 final examinations in their specific education districts areas. Using a cross-sectional survey research design within the interpretivist paradigm, a qualitative study was conducted with officials from Amathole East district.  The purpose of the study is to explore perceptions detected by Amathole East district officials on challenges they face and the benefits they gained in applying administrative practices when managing Grade 12 final examinations. Purposive sampling selected 20 officials from Amathole East district as key informants due to their direct involvement. Data was collected through both in-person and telephone semi-structured interviews and open-ended questionnaires. Content analysis generated the data, which was then presented with frequency tables and pie charts. The results reveal a strong positive link between effective application of administrative practices and successful management of Grade 12 final examinations, fostering cooperation, communication, tolerance, and teamwork. Conversely, the unsuccessful application of administrative practices hinders standardized quality measures in the management of Grade 12 final examinations, often due to resistance to compliance and enforcement expectations. To encourage South African education district officials to adhere more closely to administrative practices for managing Grade 12 final examinations, the study recommends a proactive skills development initiatives, project-management approach combined with ongoing hands-on training and capacity-building programs. Excellence in managing the Grade 12 final examinations reflects the South African education district official’s commitment to achieving the Millennium Development Goals, the Sustainable Development Goals, the National Development Plan, and the African Union’s Agenda 2063.

Key words :  Administrative practices, managing, Grade 12 Final examinations, Amathole East district

DOI: 10.7176/JEP/16-13-07

Publication date: December 30th 2025