Internal context and implementation components for HPS

Within the internal context of the school as an organisation and setting, and where the implementation components are located, there are multiple nested systems at play, including

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leadership and management, teachers, students, champion and school structures, all of which will have to be considered as they will influence the implementation of HPS.

The framework that has been adopted for this study makes a number of assumptions regarding the school organisation in the context of HPS, which are outlined here.

3.5.2.1 School readiness for change

In relation to HPS, a school’s readiness for change will largely be influenced by the internal school context. The school climate and culture, such as the relationships between the teachers, between the principal and the staff, between students, and between students and teachers, and their perception of the support that will be provided, will influence their level of commitment to implementation. A school will likely only implement HPS with respect to its perceptions of members’ capabilities and their capacity at the time. In addition, if there is a supportive

environment in a school, especially by peers and the leadership and management, then it will feel more confident about implementation. Furthermore, a school has various structures such as the school governing body (SGB) and representative council of learners (RCL) in place and, if there is a perception that these could provide additional support, then it will increase the school’s readiness for change.

Historically, the HPS approach has often been initiated by someone external to a school and, if a school has had positive past experiences in working with external partners, then it might be easier for it to accept HPS being initiated by an external person, which will also increase its readiness for change.

3.5.2.2 Innovation-values fit

The characteristics of HPS need to fit the overall values and aims of a school, which is often related to the positive development of its students (Samdal & Rowling, 2011). If there is congruency, then a school’s readiness for change will be high and will also create a conducive implementation climate.

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3.5.2.3 Leadership and management support

I have added leadership to this construct – even though is not included in the general implementation construct that was described earlier – as it has been found to be equally important in terms of a supportive context for effective HPS implementation (Aldinger et al., 2008; Inchley et al., 2007; Larsen & Samdal, 2008). Apart from management and administrative roles, the leader of a school should also provide vision and direction for the school, build

relationships, and encourage capacity building for the school members (Rowling & Samdal, 2011). For leadership and management support for HPS, the assumption is that the key person would be the principal because of the power and influence that he or she has in the school. A principal, as manager of a school, is responsible for resource allocation which includes allowing time for teacher collaboration and exchange, and facilitating the professional development of teachers. If a principal supports HPS and incorporates it into the policies and practices of the school, then resources for HPS implementation will also be prioritised (Samdal & Rowling, 2011). The principal is also in a position to build internal and external networks. It is evident that a principal’s role is key for many of the implementation components.

3.5.2.4 Availability of resources

The availability of resources – financial, human (members of a school’s community) and material – is needed to support the policies and practices of HPS implementation and to ensure integration and sustainability (Deschesnes et al., 2010; Gugglberger, 2011; Samdal & Rowling, 2011; Weiler, Pigg & McDermott, 2003).

3.5.2.5 Innovation champion

An innovation champion is key to effective HPS implementation and this person is usually a committed teacher (Deschesnes et al., 2014; Ingemarson, Rubenson, Bodin & Guldbrandsson, 2014; Lohrmann, 2010; Lucarelli et al. 2014). Although this champion might not be in a leadership or management position at a school’s organisational level, he or she should have the ability to take the lead in the implementation process. A champion has to be influential enough to create a climate that is conducive HPS implementation because he or she will need to influence others in the school community to become involved (Gleddie, 2012). Although the champion

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will most likely be a teacher, it can also be an external individual (Lohrmann, 2010). He or she needs to drive the implementation process, especially if it lightens the workload of the teachers (McIsaac et al., 2013).

3.5.2.6 People, policies and practices in HPS implementation

Various people, policies and practices are required for HPS implementation. I have added people to this construct as it is the people that make the practices and policies possible. Planning is an important aspect of HPS implementation, especially because of its complex nature (Rowling & Samdal, 2011) and the various actors that need to be involved (Deschesnes et al., 2003). If there is proper and negotiated planning with all the relevant actors and students who are involved in decision-making, then it is more likely that a conducive climate will be created. In this process, key polices, practices and structures will be identified and can be integrated with HPS, and will help to “anchor” HPS in the school. For example, if HPS is written into a school’s policy, then there is more likelihood of it being implemented because of shared accountability (Samdal & Rowling, 2011). Proper planning will also ensure that resources will be available for HPS implementation (Deschesnes et al., 2003).

Mutually supportive and functional partnerships and networking is also essential for

implementing HPS. This also has to happen between the education and health sectors. In this way there will be a mutual learning process through sharing of experiences and activities, a better understanding of the core purpose of each sector and how they could contribute to the implementation process without duplication and wasting of resources (Samdal & Rowling, 2011).

Management and the innovation champion will be key actors for networking internally and externally, and for developing partnerships. Open and effective communication is essential for successful networking and partnership, for transparency, and so that the whole school

community is aware of what is happening. In this way there can be more support, especially in terms of resources.

Furthermore, professional development and capacity building for those implementing HPS, is important for building the understanding, motivation and skills, and competence that are needed

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to implement HPS (Samdal & Rowling, 2011). This ensures that participants develop the skills necessary to carry out their tasks because only when they know “what to do and feel competent in how to do it can they actually contribute to achieving change” (Aldinger et al., 2008, p. 9). On-going technical support is also important to ensure there is consistency, continuity and sustainability.

3.5.2.7 Implementation climate

In HPS, the organisational support context creates a school climate and culture that are

conducive to change processes (Samdal & Rowling, 2011). The school climate and culture will facilitate the development of support structures, including timetabling, the physical environment, and financial resources. Support can also be in the form of sharing of HPS experiences, role modelling and support from peers and other actors in the school (Samdal & Rowling, 2011). This support will ensure a conducive implementation climate.

The assumption is that, in combination, the different components described will ensure a supportive context for implementing HPS, where all the levels of influence and their

interrelatedness will be taken into account (Samdal & Rowling, 2011) and will likely lead to the effective implementation and integration of HPS, and its sustainability.

This chapter outlined the conceptual framework for the study, including the analytical framework. The next chapter describes the methodology that was used to conduct the study.

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