A phenomenological investigation into the lived experiences of selected high school principals focussing on the school as a learning organisation
This study explores the lived experiences of principals carrying out their strategic leadership responsibilities in leading their schools towards becoming learning organisations. The rationale of the study is to deepen our knowledge about the lived experiences of high school principals in attempting to develop their schools into learning organisations through strategic leadership. The literature review focuses on phenomenology as well as Senge’s learning organisation. This study draws on the foundational principles of Husserl’s transcendental (descriptive) phenomenology and Heidegger’s hermeneutical (interpretive) phenomenology. These two distinctly different schools of thought in phenomenology provide insight into developing an understanding of the lived experiences of the principals. The five disciplines of Senge, namely, personal mastery, shared vision, mental models, team learning, and systems thinking provide the theoretical framework of the study. These disciplines play an important part in understanding whether a school is truly a learning organisation, or on the pathway of becoming such an organisation.
High school principals, Strategic leadership, Learning organisation, Lived experiences, Phenomenology
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