Implementation of integrated quality management systems in selected schools, Cofimvaba education district
- Authors: Yotsi, Melekeli
- Date: 2014
- Subjects: Total quality management in education , Total quality management -- South Africa -- Eastern Cape , Teachers -- Quality -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8283 , http://hdl.handle.net/10948/d1017551
- Description: This study evaluates the implementation of Integrated Quality Management System (IQMS) policy to improve the quality of teaching and learning at schools in the Cofimvaba Education District. IQMS involves the measurement and evaluation of teacher performance for developmental purposes and to reward the best performers in order to improve teaching. A qualitative research approach was adopted and data was collected using questionnaires distributed and retrieved from schools in order to determine educators’ experience of IQMS implementation. The data were then analysed using constant comparative methods. The findings indicate that most participants agreed with the objectives of the policy and felt that it should be retained to evaluate teacher performance for accountability purposes and improved teaching and learning results. The system has the potential to develop educators if is implemented honesty and as long as educators trust the evaluation processes to identify weaknesses and strengths. A key recommendation is that IQMS should be part of the school management team’s responsibilities, which must report quarterly on implementation.
- Full Text:
- Date Issued: 2014
Integrated quality management system for improving performance of selected schools in the King Williams Town Education District
- Authors: Sikiti, Siyabonga
- Date: 2014
- Subjects: Total quality management in education , Educational accountability -- South Africa , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8491 , http://hdl.handle.net/10948/d1021028
- Description: In order for the democratic government in South Africa to eradicate segregatio. It was necessary to introduce new policies with school teachers being expected to be agents of change. Teachers have a big role to play in the transformation of the country. This research investigated Integrated Quality management Systems (IQMS) for improving performance of selected schools in the King Williams Town Education District. Three schools were selected in the King Williams Town District . The aim of this research was to examine the implementation of IQMS in the selected schools. The introduction of IQMS by the Department of Education in 2003, did not help the schools in the King Williams Town district improve their performance. IQMS is a government policy. The intention of public policy is to solve a problem. The findings of this study indicates that in the selected schools the problem of poor performance was not solved by the introduction of IQMS. Scholars have written extensively on performance appraisal. Different writers agree that the main purpose of appraisal is to improve performance. The Constitution (1996) and policies provide a strong foundation for the effective implementation of IQMS and public administration provides a good support for the effective implementation of IQMS. Additionally, legislation and subsequent policies give guidelines of how to implement the system successfully. In this study, questionnaires were given to 15 educators to investigate how schools understand and implement the IQMS. Qualitative analysis was undertaken to interpret the responses from the educators. Themes were formulated based on the responses received. Findings were generalised from the responses received. The research discovered that educators do implement IQMS, but they do not see it as a mechanism of improving performance. Teachers demonstrated an inadequate understanding of IQMS.
- Full Text:
- Date Issued: 2014
The effectiveness of the integrated quality management system to improve the performance of educators in the East London District
- Authors: Blayi, Mcebisi
- Date: 2012
- Subjects: Total quality management in education , Total quality management -- South Africa -- Eastern Cape , Teachers -- Quality -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9452 , http://hdl.handle.net/10948/d1014634
- Description: This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
- Full Text:
- Date Issued: 2012