Perceptions and views of key implementers on the implementation of the health-promoting school programme in the City of Tshwane, South Africa
DOI:
https://doi.org/10.7196/SAMJ.2024.v114i16b.1363Keywords:
health promoting schools, implementation, evaluation, health promotion, grounded theory, south africaAbstract
Background. The health-promoting school programme has been associated with numerous benefits for school communities where it is well implemented. In Tshwane, the implementation processes have not been evaluated.
Objective. A qualitative research approach based on grounded theory was used to investigate the experiences of 27 health-promoting school programme implementers across Tshwane.
Methods. Data were collected through a combination of methods, including semi-structured interviews with principals (n=6), educators (n=10) and school governing body members (n=4), one focus group discussion with health promoters (n=7), field notes from school observations and memos.
Results. Implementation fidelity was weak in the City of Tshwane, as a result of poor training of implementers, poor leadership and collaboration, weak accountability structures, and lack of resources and communication. A grounded theory was developed which showed that schools needed guidance and accountability to properly implement the programme. The theory offers a framework that could be used to improve implementation and evaluation outcomes.
Conclusion. Implementers were keen on improving the lives of learners – health-wise and academically. With proper guidance, support and accountability measures by government at district and provincial level, implementation of the programme is feasible in the City of Tshwane.
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