The development and application of the Explanatory Model of School Dysfunctions

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.

Keywords: dysfunctions; organizational behaviour; school principals; underperforming schools

“As the managers of our schools and key delivery agents in our education system, school principals are the most important partners in education. The biggest driver of better education outcomes is the school manager, the principal. School academic performance is highly correlated with the abilities and commitment of the principal.”
(Department of Basic Education, 2011a)