The focus of this is study is to examine principal‘s understanding of systems thinking, which is also coupled with examining their use of systems thinking approach in school development. For principals to demonstrate that ability, they need to reflect on how they have conducted those activities and also check reflective journal and diaries as sources and references to back up their reflections. It is in line with that thinking that I think it is expedient to review reflection as a skill and practice that is linked to systems thinking. For purposes of this study, I will not present a detailed explication of the concept, but rather focus on its application for purposes of reflection in context of principals. I need to acknowledge, however that there are different strands of reflection and ways of engaging which have been developed by various scholars in literature.
The following studies indicate that the level of reflexivity can be enhanced by means of journaling. In the study conducted by Degago (2007) arguments were advanced for using journal writing as an opportunity to improve the reflection skills (Abednea, Hovassapian, Teimournezhad & Ghanbari, 2013).
In his study Lee (2007) believes that reflection and reasoning skills can be improved if people are given more time and guidance on issues to reflect on. Travers (2010) shares how diaries were used in a study that focused on exploring how students were coping with stress from the perspective of both the researcher and diarist. In a study conducted by Cohen–Sayag and Fischl (2012) they report that positive feedback from teachers on how the students had done journal writing contributed to positive changes. Participants in focus group believe reflective writing in journals gave them an opportunity to engage with the teacher. Lee (2007) reports
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on how a student found the dialogue with the educator to be positive in enhancing individualized learning, collaborative relationships with teacher, boosting confidence, and also leading to sharing of experiences.
From the studies conducted it is clear that journal writing requires is time consuming, and requires a lot of practice and space for practitioners to engage it properly (Jalilifar, Khazaie &
Khasgari, 2014; Abednea, et al., 2013; Cohen-Sayag & Fischl, 2012; Lee, 2007). One of the suggested ways for improving the benefits of journal writing is clarifying the nature and purpose of reflective journal writing (Jalilifar, Khazaie & Khasgari, 2014; Abednea, et al., 2013; Lai & Calandra, 2010). Levine, Kern & Wright (2008) found that writing of narratives led to reflection among interns and consequently resulted in improved self –awareness, whilst Day & Thatcher (2009) discovered that there were both challenges and successes in us of dairy for journaling. Abednea, et al. (2013) recommended that proper guidance be given prior to any exercise of journal writing. Another proposal made by Abednea et al., (2013) was for the creation of a culture of dialogue and mutuality amongst teachers in order to enhance journal writing skills. Prinsloo, Sladeb and Galpinb (2010) consider that differences between logging on diaries which tends to be routine, as compared to reflective journaling.
A deeper and sophisticated study on reflection on action by students in diverse activities was presented based on reflections on lessons, classroom observation, digital stories and philosophies (Thorsena & DeVoreb, 2013). Reflective journal writing is assumed to enhance critical thinking, in the sense that the practitioner can relive his or her understanding of the practice (Thorsena & DeVoreb, 2013; Lee, 2007; Abednia et al, 2013). Another recommendation for the use of reflective journal writing is that it assists in identifying shortcomings in order to improve and connect existing knowledge with new knowledge (Dalaglu, 2001; Lee, 2007). Scholars concur in their studies in pointing to both benefits and limitations in the use of diaries as tools for reflection (Tang, 2013; Farrah, 2012; Greiman &
Covington, 2007; Lee, 2004). Amongst those cited by scholars are the limited contribution to achievement of higher levels of reflection, the failure to separate between telling and reflecting (Krol, 1996; Lai & Calandra, 2007). Lai and Calandra (2007) reported that teachers were expressing their failure in the use of journals and the difficulty in using the skill of journal writing as a means of reflection. What has been cited as the cause of the lack of skill in journal writing is the lack of exposure to thinking skills, poor guidance and the
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disconnection between theory and practice (Lai & Calandra, 2007). Most scholars indicate that the major barriers were found to be finding time to engage in reflection due to other priorities and also failure to identify points to reflect on (Dagago, 2007; Abednea, et al., 2013). Degago (2007) discovered that Ethiopian students found it difficult to reflect in English (Abednea, et al., 2013).
There are limited studies that report on reflection as a professional development skill in the South African studies. Due to the nature of education reform in which educators are exposed to, the most common practice is that they follow uncritically what has been prescribed in the curriculum. The lack of skill in engaging in critical reflection leads to the stifling of the growth of teachers in professional development. Reflective openness means being able to acquire the skill of examining our own ideas, but mutually examining each other‘s way of thinking. According to Balfour et al. (2004) in terms of the Norms and Standards for Educators (DoE, 2000) teachers are expected to be reflective practitioners. Teacher engagement in ongoing professional development requires both pre-service and in-service education. In this journey of life-long learning the educator is expected to be engaged in self- directed knowledge and skills acquisition and adaptation of his engagement in school development. According to the Norms and Standards for Educators in South Africa every educator is supposed to continuously engage in professional development as a practitioner (DoE, 2000; Mntambo, 2009). James, Connolly Dunning & Elliot, (2005) looked at the benefits of systems thinking as providing a useful lens through which to look at the school as a whole.
Reflection is a significant systems thinking skill which is practised in countries with developed professional systems. In South African studies there is not much that had been written regarding principals using journals and diaries for reflective purposes on their professional development. In the review conducted the identified gaps are the challenges faced by schools in their lack of development of reflective skills. These significant gaps justify reflective practice and its use as a sub system, which is also underpinned from a systems thinking perspective.
69 2.7 Challenges of systems thinking
The 21st century challenges demand a diverse nature of skills from all kinds of stakeholders who are involved in school development (Rotherham &Willingham, 2009; Robinson, 2010;
Boardman & Sauser, 2008). In South African studies it has been noted that there is less exposure by stakeholders to systems thinking skills required for handling complex schooling issues. The 21st century demands new thinking skills required from various stakeholders, such as innovation, critical thinking, problem solving, and collaborative learning results in schools not realising their potential (Huberman & Miles, 2013; Hairon, Goh & Tzu-Bin, 2014; Boardman & Sauser, 2008). These are tip of the iceberg potential hindrances to school improvement, which is required for schools to continue in a trajectory of improvement.
According to Boardman and Sauser (2008) in order to cope in the 21st century, leadership needs to improve personal skills for thinking. Scholars concur that systems thinking is a complex theoretical framework which needs to be learned within the organisation as a whole in order for the sustainability of improvement (Jacobson & Wilesky, 2009; Stephen, 2012;
Buckle Henning & Chen, 2012; Nguyen, Graham, Ross, Maani & Bosch, 2012). The challenges faced in the schools have huge implications for training of principals for professional development and acquisition of reflective skills (Shah, 2010; Bouchamma &
Maclaud, 2013; Donkor, 2005; Male & Paliaologou, 2015). School development requires various dimensions of school leadership practices, especially in South African schools which have multiple deprivations and conditions inherited due to past imbalances (Tickly &
Ngcobo, 2005; Bergman, Bergman & Grovett, 2011; Mkhwanazi, 2014; Maringe &
Moletsane, 2015). In the next paragraph, I will summarise the chapter and indicate what is envisaged in Chapter Three.