Abstract
This article reflects on the quantitative study that was conducted with educators to examine their perceptions on skilful conversation as a strategic tool to improve teaching and learning in secondary schools. Drawing on the body of relevant literature and quantitative data the researchers discuss the potential and limits of skilful conversation and how it could be used as a strategic tool to improve teaching and learning in secondary schools. The researchers found the subjective theories and the theory of Senge et al. (2006) on team learning to be relevant as theoretical perspectives. A structured questionnaire was administered to educators in the selected secondary schools. Hypotheses are presented as data analysis and discussion of the results. Each hypothesis becomes a discursive conversation between data, analyses and theory and it is hoped that the findings arising from this study may offer meaning to and understanding of the importance of skilful conversation as a strategic tool for effective teaching and learning in secondary schools, despite bureaucratic control. DOI: 10.5901/mjss.2014.v5n15p256
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