In South Africa Education White Paper 6 introduced the establishment of Institutional-Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co-ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full-Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict.

中文翻译：

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调查南非全方位服务学校中机构级支持团队的有效性

在南非，教育白皮书6介绍了在学校一级建立机构级支持团队（ILST）的方法，以通过识别和解决学习者，教师和机构的需求来支持学与教过程。这些团队的核心优先事项是实施适当协调的学习者和老师支持服务。因此，本文探讨了ILST在全面服务学校（FSS）中提供支持服务的有效性。在本文中，Rubin，Plovnick和Fry的团队效能GRPI模型（1977年）被用于探索所选学校中ILST的效能。通过焦点小组访谈，数据来自两个层次，即ILST成员和直接与FSS合作的地区官员。该研究是定性研究设计中的一个案例研究。使用归纳分析框架和组解释性数据分析方法对数据进行分析。结果表明，提供支持具有一定效力，但在关注预期结果，就标准和期望达成协议，对ILST的运营边界，个人和共同责任，对冲突的解决以及有效的处理方法方面存在诸多挑战。冲突。