South African Journal of Education Copyright © 2011 EASA Vol 31:461-474 The development and application of the Explanatory Model

essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based ana-lyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule break-ing), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite re-searchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies