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Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development

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  • Thamsanqa Thulani Bhengu
  • Bongani Sibusiso Mchunu
  • Sibusiso Douglas Bayeni

Abstract

This article presents and discusses the findings from five principals about their experiences of using systems thinking approach to school development. This was an ethnographic multiple case study that was conducted in KwaZulu-Natal, South Africa. Literature demonstrates the efficacies of using systems thinking as an approach in dealing with complex school issues. Data were gathered by way of qualitative semi-structured interviews, focus group discussion, and shadowing techniques. Evidence suggests that participants had adequate understanding of systems thinking and were able to use it to the benefit of their respective schools. Furthermore, the findings point to the value of developing a holistic and multimethodological approach to systemic school development, particularly in deprived school contexts.

Suggested Citation

  • Thamsanqa Thulani Bhengu & Bongani Sibusiso Mchunu & Sibusiso Douglas Bayeni, 2020. "Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development," SAGE Open, , vol. 10(1), pages 21582440209, January.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:1:p:2158244020902061
    DOI: 10.1177/2158244020902061
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    References listed on IDEAS

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    1. Sibusiso Douglas Bayeni & Thamsanqa Thulani Bhengu, 2018. "Complexities and Contradictions in Policy Implementation: Lived Experiences of Three School Principals in South Africa," SAGE Open, , vol. 8(3), pages 21582440187, July.
    2. Aragonès, Enriqueta & Sánchez-Pagés, Santiago, 2009. "A theory of participatory democracy based on the real case of Porto Alegre," European Economic Review, Elsevier, vol. 53(1), pages 56-72, January.
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