VANDERBIJLPARK – Prof. Linda du Plessis, senior deputy vice-chancellor of North-West University (NWU), argues that the GBF (Governing Body Foundation) report on the administrative burden facing public-school principals is a serious warning about the state of school leadership.

The report found that 84% of principals regularly work after hours to keep up with administrative demands, 92% say the workload is higher than five years ago, 71% say it negatively affects their ability to perform their core duties, and 59% have seriously considered leaving their positions.

She stresses that principals are central to a school’s culture, discipline, safety and overall performance, making it deeply concerning that so many are considering leaving.

The main issue is not that principals work long hours, but that too much of their time is consumed by paperwork, repeated reporting, compliance requirements, duplicated information and short-notice requests instead of focusing on teaching, staff support, learner wellbeing and school improvement.

Prof. du Plessis warns that excessive bureaucracy is draining education rather than strengthening it.

She describes this as harmful managerialism, where institutions rely on more reports, monitoring and measurable evidence in the name of accountability, often creating mistrust, duplication and compliance without meaningful impact.

She calls this “bureaucratic bluffing” — systems that appear productive through files, templates and reports, but fail to show whether they actually improve teaching, learning or service delivery.

She argues that government must stop confusing paperwork with performance and allow principals to focus on leadership.

Accountability, she says, should support leaders rather than exhaust them.

Reporting should only be required when it serves a clear purpose, such as informing decisions, reducing risks, improving learning or protecting resources.

A second key lesson is that trust and accountability should work together.

Schools need governance and transparency, but also professional freedom for leaders to lead effectively. Departments should spend less time demanding evidence and more time supporting schools.

Prof. du Plessis notes that this problem extends beyond schools to municipalities, hospitals, universities and other public institutions, where excessive compliance acts as a tax on performance.

She points to organisations such as Toyota, Haier and Buurtzorg as examples of improved performance through simpler structures and greater trust in frontline professionals.

She also highlights how warning signs in reports are often ignored until crises emerge, citing xenophobic violence in South Africa since 2008 and the #FeesMustFall protests as examples.

Her conclusion is that collecting information alone is meaningless without action.

The GBF report should trigger a national conversation about administrative overload, with government reviewing every recurring report by asking who reads it, what decisions it informs and what difference it makes.

South Africa, she concludes, needs better accountability, not less.