Promoting healthy school physical environments to improve learner academic performance : a framework for principals

Abstract

Poor academic achievement of learners is one of the most challenging problems in South African schools. School physical environments are of critical importance in the delivery of quality education, as they have a direct impact on academic achievement, discipline, learner attendance, and dropout rates. The purpose of this study was to develop a theory-based, empirically derived framework for principals to promote healthy school environments to improve learner academic performance. The research was conducted in the Fezile Dabi District Municipality, Free State, South Africa. A qualitative research approach was followed. Emancipatory thus participatory research was conducted. The study was conducted in one purposefully sampled township high school. The sample consisted of 16 participants: six school management team (SMT) members; seven teachers; one school governing body (SGB) member; and two learners who were members of the Representative Council of Learners (RCL). Data were gathered by means of photovoice, focus group interviews and discussions, and observations. Senge's theory of learning organisations was used as a theoretical lens to understand the data. The study showed that, the school's physical environment, environmental aesthetics, clean school and clean school surroundings, availability of special buildings, a playground and sports facilities, and safety are academic enhancers. The complementary nature of these factors engenders feelings of relaxation and calmness and, most importantly, reduces stress, so enhancing concentration. Another significant finding was that adverse conditions in the school's physical environment reduce academic performance. These conditions included buildings that were not conducive to teaching and learning, the unavailability of a vegetable garden, conditions that created conflict, and a shortage of resources. A conclusion drawn from the findings is that factors that adversely affect academic performance seemed to be mostly related to a lack of the following: resources, maintenance of buildings, cleanliness of the school and its surroundings, and safety. The role of the principal in promoting healthy environments was found to be key to increasing academic performance.

The empirical data were drawn on to develop a theory-based framework for principals to promote healthy environments to enhance academic performance. The said framework is grounded on the five principles of Senge's theory of learning organisations, namely personal mastery, vision sharing, systems thinking, team learning, and mental models. These principles are the driving forces for principals to promote healthy school environments.