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Stakeholder collaboration in providing support at a full-service high school
Thesis (MEd)--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867613938428936192 |
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| access_status_str | Open Access |
| author | Williams, Moegamad Noeg |
| author2 | Dreyer, Lorna M. |
| author_browse | Dreyer, Lorna M. Williams, Moegamad Noeg |
| author_facet | Dreyer, Lorna M. Williams, Moegamad Noeg |
| author_sort | Williams, Moegamad Noeg |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135550 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:44:05.289Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/135550 Stakeholder collaboration in providing support at a full-service high school Williams, Moegamad Noeg Dreyer, Lorna M. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Thesis (MEd)--Stellenbosch University, 2026. Williams, M. N. 2026. Stakeholder collaboration in providing support at a full-service high school. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/81978861-3227-459a-b9da-19c943e18dc3 Despite progressive policy frameworks, the implementation of inclusive education in South African full-service schools remains fragmented with significant gaps between policy intentions and collaborative practices. This qualitative phenomenological study investigated how stakeholders in a full-service high school in the Western Cape collaborate to provide support to learners experiencing barriers to learning. Guided by Epstein’s Overlapping Spheres of influence model, adapted to include the District-Based Support Team as an extension of the community sphere, the research explored the lived experiences of 15 participants comprising classroom educators, school management, the Learning Support Teacher, The School-Based Support Team coordinator and members of the Inclusive Education Team. Data were collected through semi-structured individual interviews and two focus group discussions, then analysed using Creswell and Poth’s spiral thematic analysis process. Five major themes emerged from the analysis. The themes identified include; the Learning Support Teacher as the primary facilitator of collaboration, systemic barriers constraining collaborative capacity, the policy-practice gap manifested through administrative burdens, communication and information breakdowns across support structures and the tension between collaboration as an ideal and its fragmented implementation in practice. The findings revealed that rather than being distributed across multiple stakeholders as policy envisages, collaboration concentrated around the Learning Support Teacher, creating both efficiency and vulnerability. Time constraints, large class sizes, insufficient resources and inadequate practical training prevented educators from engaging meaningfully in collaborative processes. The SIAS documentation process was experienced as a compliance burden rather than a useful support tool, whilst communication between school-based and district-based structures remained person dependent rather than system reliable. When collaboration functioned effectively, positive outcomes for learners were evident, yet structural barriers prevented consistent implementation. The study concludes that effective collaboration in full-service schools depends not on policy frameworks or individual goodwill alone, but on systemic conditions that enable meaningful engagement. Recommendations include distributing collaborative responsibilities more equitably, providing practical rather than theoretical capacity building, developing high school specific support approaches and ensuring adequate time and resources for collaboration. The research contributes empirically grounded insights into the complexities of implementing inclusive education in under resourced contexts and extends Epstein’s framework by demonstrating that sphere overlap requires deliberate investment in enabling conditions rather than occurring naturally through structural designation. Masters 2026-04-01T10:21:39Z 2026-04-01T10:21:39Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135550 en Stellenbosch University 115 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Williams, Moegamad Noeg Stakeholder collaboration in providing support at a full-service high school |
| title | Stakeholder collaboration in providing support at a full-service high school |
| title_full | Stakeholder collaboration in providing support at a full-service high school |
| title_fullStr | Stakeholder collaboration in providing support at a full-service high school |
| title_full_unstemmed | Stakeholder collaboration in providing support at a full-service high school |
| title_short | Stakeholder collaboration in providing support at a full-service high school |
| title_sort | stakeholder collaboration in providing support at a full service high school |
| url | https://scholar.sun.ac.za/handle/10019.1/135550 |
| work_keys_str_mv | AT williamsmoegamadnoeg stakeholdercollaborationinprovidingsupportatafullservicehighschool |