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Complexities and Contradictions in Policy Implementation: Lived Experiences of Three School Principals in South Africa

Author

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  • Sibusiso Douglas Bayeni
  • Thamsanqa Thulani Bhengu

Abstract

In this article, we discuss and highlight the complexities and contradictions that emerged from our analysis of data generated from three school principals from a rural community in South Africa. School principals play an intermediary role in the policy-practice sphere. Their role puts them in a difficult position, where they have multiple accountabilities. Using a template analytical framework, the findings suggest that their intermediary role in policy implementation is fraught with complexities, challenges, and contradictions. The findings further indicate that faced with conflicting demands of the government and that of their local contextual realities, principals make choices about which policy to implement according to government’s expectations and which ones not to. We conclude that an alternative understanding of policy implementation as a form of negotiation and compromise-seeking processes among stakeholders at the school level is desirable.

Suggested Citation

  • Sibusiso Douglas Bayeni & Thamsanqa Thulani Bhengu, 2018. "Complexities and Contradictions in Policy Implementation: Lived Experiences of Three School Principals in South Africa," SAGE Open, , vol. 8(3), pages 21582440187, July.
    • Handle: RePEc:sae:sagope:v:8:y:2018:i:3:p:2158244018792037
    DOI: 10.1177/2158244018792037
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    Cited by:

    1. Thamsanqa Thulani Bhengu & Bongani Sibusiso Mchunu & Sibusiso Douglas Bayeni, 2020. "Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development," SAGE Open, , vol. 10(1), pages 21582440209, January.

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