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Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture
Thesis (MEd)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614104773984256 |
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| access_status_str | Open Access |
| author | Blaauw, Clyde Denovan |
| author2 | Rinquest, Elzahn |
| author_browse | Blaauw, Clyde Denovan Rinquest, Elzahn |
| author_facet | Rinquest, Elzahn Blaauw, Clyde Denovan |
| author_sort | Blaauw, Clyde Denovan |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131580 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:44.579Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131580 Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture Blaauw, Clyde Denovan Rinquest, Elzahn Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Educational leadership -- South Africa -- Stellenbosch School environment -- South Africa -- Stellenbosch Educational change Educational accountability School improvement programs UCTD Thesis (MEd)--Stellenbosch University, 2024. ENGLISH ABSTRACT: This research study explores the impact of principals' subjective identification and spatialised practices on school culture transformation in two inclusive schools in Stellenbosch. The study investigates the dimensions of school culture, principals' subjective identifications, and the practices they employ to impact and transform school culture. The study draws on Zhang's four constructs of culture, Schein's three levels of culture, and Lefebvre's spatial triad as theoretical lenses. The research questions focus on understanding the dimensions that constitute school culture, the nature and extent of principals' subjective identifications, and the spatialised practices they engage in to impact and transform school culture. The study employs a qualitative research design, using narrative and semi-structured interviews, and photo-voice method with elicitation interviewing to collect data. The data analysis involves thematic analysis and interpretation of the data in relation to the theoretical frameworks. The findings of the study contribute to the understanding of the complex relationship between principals' subjective identification, spatialised practices, and school culture transformation. The study provides insights into the dimensions that constitute school culture, the nature and extent of principals' subjective identifications, and the spatialised practices they engage in to impact and transform school culture. The study has implications for educational leadership and policy, highlighting the importance of principals' subjective identification and spatialised practices in creating inclusive and transformative school cultures. The findings provide valuable insights for principals, teachers, and policymakers in understanding and supporting the role of principals in shaping school culture and promoting inclusive educational environments. AFRIKAANSE OPSOMMING: Hierdie navorsingstudie ondersoek die impak van skoolhoofde se subjektiewe identifikasie en gespasialiseerde praktyke op die transformasie van skoolkultuur in twee inklusiewe skole in Stellenbosch. Die studie ondersoek die dimensies van skoolkultuur, skoolhoofde se subjektiewe identifikasies, en die praktyke wat hulle aanwend om skoolkultuur te beïnvloed en te transformeer. Die studie maak gebruik van Zhang se vier konstruksies van kultuur, Schein se drie vlakke van kultuur, en Lefebvre se ruimtelike triade as teoretiese lense. Die navorsingsvrae fokus op die begrip van die dimensies wat skoolkultuur uitmaak, die aard en omvang van skoolhoofde se subjektiewe identifikasies, en die gespasialiseerde praktyke waarin hulle betrokke raak om skoolkultuur te beïnvloed en te transformeer. Die studie gebruik 'n kwalitatiewe navorsingsontwerp, met narratiewe en semi-gestruktureerde onderhoude, en die foto-stem metode met elicitasie om data in te samel. Die data-analise behels tematiese analise en interpretasie van die data in verhouding tot die teoretiese raamwerke. Die bevindinge van die studie dra by tot die begrip van die komplekse verhouding tussen skoolhoofde se subjektiewe identifikasie, gespasialiseerde praktyke, en skoolkultuur transformasie. Die studie bied insigte in die dimensies wat skoolkultuur uitmaak, die aard en omvang van skoolhoofde se subjektiewe identifikasies, en die gespasialiseerde praktyke waarin hulle betrokke raak om skoolkultuur te beïnvloed en te transformeer. Die studie het implikasies vir opvoedkundige leierskap en beleid, en beklemtoon die belangrikheid van skoolhoofde se subjektiewe identifikasie en gespasialiseerde praktyke in die skep van inklusiewe en transformerende skoolkulture. Die bevindinge bied waardevolle insigte vir skoolhoofde, opvoeders, en beleidsmakers in die begrip en ondersteuning van die rol van skoolhoofde in die vorming van skoolkultuur en die bevordering van inklusiewe opvoedkundige omgewings. Masters 2025-01-28T07:36:56Z 2025-01-28T07:36:56Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131580 en Stellenbosch University xi, 193 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational leadership -- South Africa -- Stellenbosch School environment -- South Africa -- Stellenbosch Educational change Educational accountability School improvement programs UCTD Blaauw, Clyde Denovan Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title | Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title_full | Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title_fullStr | Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title_full_unstemmed | Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title_short | Exploring how principals’ subjective identification and spatialised practices impact on and transform school culture |
| title_sort | exploring how principals subjective identification and spatialised practices impact on and transform school culture |
| topic | Educational leadership -- South Africa -- Stellenbosch School environment -- South Africa -- Stellenbosch Educational change Educational accountability School improvement programs UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131580 |
| work_keys_str_mv | AT blaauwclydedenovan exploringhowprincipalssubjectiveidentificationandspatialisedpracticesimpactonandtransformschoolculture |