The sustainable coordination of an integrated multi-level process to facilitate holistic well-being in South African school communities

Abstract

In this study, the sustainable coordination of an integrated multi-level holistic well-being process within school communities was investigated. More specifically, the primary research question directing this study was: “What key aspects in the development of an integrated multi-level process to facilitate the promotion of holistic well-being in six South African school communities, inform our understanding of the sustainable coordination of such a process”? The theoretical perspectives that informed this study included relational coordination theory, complex interactive process of relating theory, social network theory, and a three-fold theory of social change. Epistemologically, the study included a combination of the social constructionist and transformative paradigms. A qualitative methodological approach was applied, implementing a multiple-case study research design. The study encompassed two phases. In the first phase, the researcher was involved in the participatory action learning action research process for a period of 15 months and assisted with gathering data. In the second phase, the researcher conducted additional research to crystallise the findings obtained in the first phase of the study. From thematic analysis, the following four themes, each with their related sub-themes, emerged: develop a core team to take responsibility for the process, develop a vision for the promotion of holistic well-being, facilitate a shared commitment to the promotion of holistic well-being, and pro-actively steer the integrated multi-level process. Viewed through the lens of sustainable coordination and integrating the voices of the international colleagues who participated in this study as well as integrating the theories that informed this study, the discussion of findings has contributed toward the identification of key aspects. These aspects are to ensure sustainable coordination of an integrated multi-level process to facilitate the promotion of holistic well-being in school communities. The aspects are: (1) to ensure ownership and responsibility of the process across all levels of interrelatedness through establishing a multi-level core team that includes a balance between top-down and bottom-up approaches; (2) to develop a clear sense of direction to promote shared responsibility which co-constructs a shared vision that includes the whole school community; (3) to develop deep connections between people to ensure their shared commitment to the process; (4) to facilitate an integrative approach for the promotion of holistic well-being to become core school business, and (5) to recognise the complex interactive nature of the process as an on-going cyclical process based on continuous engagement, action and reflection. Based on the findings of the study, the following contributions have been made: This study has contributed toward the increasing knowledge base of sustainable coordination relating to the promotion of holistic well-being within school communities. More specifically, the study has contributed toward defining sustainable coordination in the context of promoting well-being in school communities. The study has further contributed toward the identification of the key aspects, as indicated above, which has provided greater insight into the sustainable coordination of the integrated multi-level holistic well-being process