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Stakeholder collaboration in providing support at a full-service high school
Thesis (MEdPsych)--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1869484225919451136 |
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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 (MEdPsych)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135550 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-07-01T04:11:31.186Z |
| 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. Inclusive education Community and school Teaching teams School management and organization UCTD Thesis (MEdPsych)--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 Unpublished masters thesis.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 ENGLISH ABSTRACT: 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. AFRIKAANSE OPSOMMING: Ten spyte van progressiewe beleidsraamwerke, bly die implementering van inklusiewe onderwys in Suid-Afrikaanse volhoue-skole gefragmenteerd met beduidende gapings tussen beleidsoogmerke en samewerkingspraktyke. Hierdie kwalitatiewe fenomenologiese studie het ondersoek ingestel na hoe belanghebbendes in ʼn volhoue-hoërskool in die Wes-Kaap saamwerk om ondersteuning te bied aan leerders wat struikelblokke tot leer ervaar. Gelei deur Epstein se model van Oorvleuelende Invloedsfere, aangepas om die Distriksgebaseerde Ondersteuningspan as ʼn uitbreiding van die gemeenskapssfeer in te sluit, het die navorsing die geleefde ervarings van 15 deelnemers ondersoek, bestaande uit klaskamer-opvoeders, skoolbestuur, die Leerondersteuningsonderwyser, die Skoolgebaseerde Ondersteuningspan se koördineerder en lede van die Inklusiewe Onderwys-span. Data is ingesamel deur middel van semi-gestruktureerde individuele onderhoude en twee fokusgroepbesprekings, en daarna geanaliseer deur gebruik te maak van Creswell en Poth se spiraalvormige tematiese ontledingsproses. Vyf hooftemas het uit die ontleding na vore gekom. Die temas wat geïdentifiseer is, sluit in: die Leerondersteuningsonderwyser as die primêre fasiliteerder van samewerking, sistemiese hindernisse wat samewerkingskapasiteit beperk, die beleid-praktyk gaping wat manifesteer deur administratiewe laste, kommunikasie- en inligtingsbreuke oor ondersteuningstrukture heen, en die spanning tussen samewerking as ʼn ideaal en die gefragmenteerde implementering daarvan in die praktyk. Die bevindinge het aan die lig gebring dat, eerder as om versprei te word oor verskeie belanghebbendes soos die beleid voorsien, samewerking rondom die Leerondersteuningsonderwyser gesentreer is, wat beide doeltreffendheid en kwesbaarheid skep. Tydbeperkings, groot klasse, onvoldoende hulpbronne en onvoldoende praktiese opleiding het opvoeders verhoed om betekenisvol by samewerkingsprosesse betrokke te raak. Die SIAS-dokumentasieproses is ervaar as ʼn nakoming slas eerder as ʼn nuttige ondersteuningsinstrument, terwyl kommunikasie tussen skoolgebaseerde en distriksgebaseerde strukture persoonsafhanklik gebly het eerder as stelselbetroubaar. Wanneer samewerking doeltreffend gefunksioneer het, was positiewe uitkomste vir leerders duidelik, tog het strukturele hindernisse konsekwente implementering verhoed. Die studie kom tot die gevolgtrekking dat doeltreffende samewerking in volhoue-skole nie slegs op beleidsraamwerke of individuele goedgesindheid alleen berus nie, maar op sistemiese voorwaardes wat betekenisvolle betrokkenheid moontlik maak. Aanbevelings sluit in die meer billike verspreiding van samewerkingsverantwoordelikhede, die verskaffing van praktiese eerder as teoretiese kapasiteitsbou, die ontwikkeling van hoërskool-spesifieke ondersteuningsbenaderings, en die versekering van voldoende tyd en hulpbronne vir samewerking. Die navorsing lewer empiries-gegronde insigte in die kompleksiteite van die implementering van inklusiewe onderwys in kontekste met beperkte hulpbronne, en brei Epstein se raamwerk uit deur te demonstreer dat sfeer-oorvleueling doelbewuste belegging in bemagtigingsvoorwaardes vereis eerder as dat dit natuurlik voorkom deur strukturele aanwysing. Masters 2026-04-01T10:21:39Z 2026-04-01T10:21:39Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135550 en_ZA Stellenbosch University xiii, 101 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Inclusive education Community and school Teaching teams School management and organization UCTD 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 |
| topic | Inclusive education Community and school Teaching teams School management and organization UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/135550 |
| work_keys_str_mv | AT williamsmoegamadnoeg stakeholdercollaborationinprovidingsupportatafullservicehighschool |