School categorization has impaired the functionality of schools and led to dysfunctional teaching and learning processes. This study explores principals' perspectives on categorization and school functionality. The existing literature on school categorization focuses on the geographical areas of schools and resource allocation, ignoring the complexities of learner behavior and other dynamics within schools. Based on a qualitative case study within an interpretive paradigm, this study was conducted in the uMgungundlovu district of KwaZulu-Natal using semi-structured interviews, document reviews, and observations with five purposefully selected principals of five primary schools. Data analysis revealed that schools were paying significant maintenance and bills to sustain themselves without sufficient funding. In addition, the quintile classification indicates that the socioeconomic status of schools weakens the institution's ability to provide intensive development and growth for administrative and learning needs and to the extent that schools generate their resources for the reconstruction of structures and facilities, affecting the well-being of teachers and learners, as well as external factors such as professional development and academic training, which have a significant impact on the delivery of quality education.

中文翻译：

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uMgungundlovu 区内的学校：校长对分类和学校功能的看法

学校分类损害了学校的功能并导致教学过程功能失调。本研究探讨了校长对分类和学校功能的看法。现有关于学校分类的文献侧重于学校的地理区域和资源分配，忽略了学习者行为的复杂性和学校内的其他动态。本研究基于解释范式内的定性案例研究，在夸祖鲁-纳塔尔省 uMgungundlovu 区进行，采用半结构化访谈、文件审查和观察，对五所特意挑选的五所小学的五名校长进行了观察。数据分析显示，学校在没有足够资金的情况下需要支付大量维护费和账单来维持自身运转。此外，五分位分类表明，学校的社会经济地位削弱了该机构为行政和学习需求提供集约发展和增长的能力，并削弱了学校为重建结构和设施产生资源的能力，从而影响了福祉教师和学习者的素质，以及专业发展和学术培训等外部因素，对优质教育的实施有重大影响。