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This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)

This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)

The aim of this study was to determine how teachers experienced transformation in education and what the implications were for education management. The approach was qualitative, exploratory and descriptive. In a case study design six redeployed teachers from an ex-model C school were purposefully selected as sample. In-depth interviews were conducted with the teachers. Informal interviews and observation were also used to collect data. The results focussed on the teachers‟ views of transformation and their experiences of transformation policy and how it was managed; the financial implications of transformation and the impact thereof on the teachers. It was concluded that individual teachers experienced some aspects of transformation positively, for example promotion opportunities. Negative experiences were related to transformation that was enforced overhastily and did not consider all role players or prepare teachers well. Recommendations were made for managing transformation and for further study. Key concepts: transformation; education management; case study design; redeployed teachers; positive experiences of education transformation; negative experiences / Further Teacher Education / M. Ed. ((Onderwysbestuur) Further Teacher Education)

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this study was to determine how teachers experienced transformation in education and what the implications were for education management. The approach was qualitative, exploratory and descriptive. In a case study design six redeployed teachers from an ex-model C school were purposefully selected as sample. In-depth interviews were conducted with the teachers. Informal interviews and observation were also used to collect data. The results focussed on the teachers‟ views of transformation and their experiences of transformation policy and how it was managed; the financial implications of transformation and the impact thereof on the teachers. It was concluded that individual teachers experienced some aspects of transformation positively, for example promotion opportunities. Negative experiences were related to transformation that was enforced overhastily and did not consider all role players or prepare teachers well. Recommendations were made for managing transformation and for further study. Key concepts: transformation; education management; case study design; redeployed teachers; positive experiences of education transformation; negative experiences / Further Teacher Education / M. Ed. ((Onderwysbestuur) Further Teacher Education)

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors. After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development. In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes. Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools. / Educational Leadership and Management / D. Ed. (Education Management)

In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors. After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development. In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes. Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools. / Educational Leadership and Management / D. Ed. (Education Management)