Abstract
This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
Highlights
Or deliberately, principals may cause harm to others and their school, as others may cause harm to schools and their principals
All analyses were based on Content Configuration Analysis (CCA), a systematic, qualitative analysis method for non-numeric data related to qualitative content and thematic analysis (Bergman, submitted)
The Explanatory Model of School Dysfunctions allows for a conceptualization and explanation of dysfunctions in the following ways: dysfunctions vary in kind and degree; they are rarely singular but are intricately interwoven and often give rise to further dysfunctions; while principals and their representatives are directly or indirectly connected to the dysfunctions, the dysfunctional episodes usually involve many other actors, power structures, and domains; EMSD is not a theory in itself but it invites researchers to embed in it theories or interventions to address sets of dysfunctions in a context- and culture-sensitive manner
Summary
Or deliberately, principals may cause harm to others and their school, as others may cause harm to schools and their principals. The profusion, complexity, and interrelatedness of problems in these schools are enormous in both degree and kind, even difficult to fathom for most South Africans. South Africa’s schools fare poorly in international comparison, even among African countries. Among 12 African countries participating in the MLA study in 1999, South African Grade 4 learners scored lowest in numeracy and fourth lowest in literacy. In 2007, 21% of learners in the foundation phase and 52% in the FET have repeated at least one year (Social Surveys Africa, 2009). These national indicators hide the fact that predominantly white and Indian schools usually fare better than predominantly black and coloured schools (Van der Berg, 2008; Christie, 2008; Fleisch 2008). Apart from a small minority of schoolchildren in privileged schools, the vast majority of children attending disadvantaged schools do not acquire a basic level
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