The purpose of this research study was to explore how district officials monitor and provide support to teachers through the effective implementation of the Integrated Quality Management System (IQMS) in South African public schools. Through the utilization of a qualitative case study approach, and guided by a theoretical framework of “performative society”, the study attempted to provide a glimpse of how district officials carry out their responsibilities. Among others, by monitoring and providing necessary support to teachers in order to address various developmental needs as identified during the IQMS implementation cycles at institutional level. Data collection was a mix of semi-structured interviews, observations, field notes and a researcher journal. The major findings emanating from this study were six fold: First, district officials were very conversant with the policy imperatives of the ELRC Resolution 8 of 2003 that deals with the implementation of IQMS in public schools. Second, the study revealed a sense of despair and hopelessness on the side of educators because of evident absence of district officials’ provision of support, particularly during the IQMS cyclic implementation process. Third, while school based educators understood the principles, purposes and procedures of IQMS fully well, they were still struggling to translate theory into practice. Fourth, lack of proper planning in schools hindered the effective implementation of IQMS. Fifth, lack of special incentives for the SDTs. And sixth, is lack of resources in some public schools, as well as the attitude of teachers and school managers towards the implementation of IQMS in schools. These factors, the study revealed, were cited as reasons impeding the effective implementation of IQMS in public schools. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Humanities Education / Unrestricted