Abstract
The aim of this article is to develop and test a systematic framework for conceptualising and analysing dysfunctions in schools. Based on the Explanatory Model of School Dysfunctions (EMSD) developed by Bergman, Bergman and Gravett (2011), dysfunctions as experienced by teachers and learners were analysed. Data for this research are non-representative and include 40 essays written by teachers and approximately 1 500 open-ended responses by recently matriculated students. It was found that the EMSD is suitable for modelling the problem domains experienced by teachers and learners. Perceived causes and consequences of dysfunctions relate to their proximal contact zone, i.e. the agents and behaviours with which they are most familiar. This article includes a discussion on theoretical and empirical limitations, recommendations for future research in this field, as well as policy recommendations to address some of the problems experienced by teachers and learners in South Africa.