Abstract
M.Ed. (Educational Psychology)
School improvement initiatives are a necessity to address the current educational challenges faced in South Africa. Educational Psychologists who work in schools, are perfectly positioned to facilitate school improvement initiatives, however their training often provides very little guidance in this regard. This study was designed to generate knowledge for educational psychologists who undertake and approach school improvement initiatives as part of their roles when working in schools. This action research study had two research aims which were to improve my practice as a school developer whilst improving the practices in place in the school and to generate knowledge for educational psychologists who undertake school improvement initiatives.
The literature review includes a discussion about relevant elements of the systemic school improvement model, a link between psychology, andragogy and neuroscience and a discussion about the neuroscience of adult learning when applying the assumptions of andragogy. The neuroscience of adult learning was explored to gain an understanding of how best to conduct professional development sessions for adult learners.
During the study five phases of a practitioner action research cycle were undertaken. Practitioner action research focuses on the improvement of practice and the improvement of the context in which the researcher works. This particular context being the teaching school which was established by the University of Johannesburg where I was employed as the Teaching School Development Practitioner.
This study produced four key findings; firstly that school developers or educational psychologists should be non-directive and supportive in their approach, secondly that a relationship built on trust and transparency was vital to encourage change and growth. The third finding was that change needs to be undertaken systematically. Lastly professional development sessions need to be collaborative, interactive and individualised.
The main conclusion drawn from this study showed that how the school improvement was undertaken by the school developer or educational psychologist was significant in terms of the success of the initiative...