Abstract Pressures to cut public expenditure and to maximize value-adding use of scarce governmental resources are evident across the globe. Decision support tools for pinpointing when the activity is net beneficial are lacking, i.e. accountability is urgently called for but the process for recognizing and validating the best choices in direction and control are yet in their development. The objective of this research is to provide the science in general, and national administrations’ management and overseeing bodies in particular, a new understanding of how well the tasks and missions of the administration are fulfilled in terms of enhanced socio-economic well-being and adding to the value of different functions of society. This study approaches public performance management from the view-point of impact evaluation of a service oriented public product portfolio. The adopted research approach combines both qualitative and quantitative research methods. The research presents a process for evaluating a public organization’s overall benefit to cost ratio, with a case study within transport safety administration. The key findings of this research are that the socio-economic efficiency of a public entity can be quantified and that an operation of a public agency can be socio-economically net beneficial. Practical implications include re-allocation of resources to other more beneficial fields of responsibility, redesign of performance agreements and their indicators and initiating discussion in joint design of sustainable and balanced operational and strategic targets across government. Further research can exploit the methods presented in this study, as it has overcome some of the hurdles in socio-economic evaluation of public entities. With a clearer understanding of performance, government is able to better achieve its mission and its task of ensuring that agencies and other public bodies are functioning efficiently and properly. / Tiivistelmä Paineet julkisten menojen leikkaamiseksi tai hallitsemiseksi sekä julkisten resurssien tehokkaimman mahdollisen käytön varmistamiseksi kasvavat maailmanlaajuisesti. Julkisen toiminnan tulosohjausta tukevat päätöksenteko-työkalut ovat vielä puutteellisia ja varhaisessa kehitysvaiheessa, samalla kun toiminnan kustannusvastaavuutta ja tehokkuutta vaaditaan. Tämän tutkimuksen päätavoite on tuottaa uuttaa tietoa tieteelle ja myös julkishallinnolle siitä, kuinka hyvin viranomaisille asetetut tavoitteet ja tehtävät toteutuvat yhteiskuntataloudelle tuotettavan lisäarvon kannalta, sekä siitä miten lisäarvoa kyetään mittaamaan. Tämä tutkimus lähestyy tulosohjauksen tutkimusta ja kehittämistä palvelukeskeisen julkisorganisaation sekä sen palveluvalikoiman yhteiskunta-taloudellisen vaikuttavuuden arvioinnin keinoin. Valittu lähestymistapa yhdistelee laadullisia ja määrällisiä tutkimusmenetelmiä. Tutkimuksessa esitetään prosessi ja menetelmävalikoima julkisviranomaisen kustannushyötysuhteen määrittelemiseksi Liikenteen turvallisuusvirastoa käsittelevän tapausesimerkin avulla. Tutkimuksen keskeiset löydökset osoittavat, että julkisorganisaation yhteiskuntataloudellinen tehokkuus voidaan määrällistää ja että julkistoimijan toiminta voi olla yhteiskuntataloudellisesti kannattavaa. Käytännön suosituksiin sisältyy resurssien uudelleenohjaaminen tehokkaammin toimiville vastuualueille, tulossopimusten ja erityisesti niihin valittavien mittareiden uudelleensuunnittelu, sekä koko hallinnon kattavan keskustelun ja yhteissuunnittelun aloittaminen kestävän ja tasapainoisen tulosohjauksen aikaansaamiseksi strategisella ja operatiivisella tasolla. Jatkotutkimus ja hallinto voi hyödyntää tässä esitettyjä menetelmiä, nyt kun julkistoimijoiden yhteiskuntataloudellisen vaikuttavuuden arvioimisen haasteita on ratkaistu. Tuloksellisuuden vaatimusten selkeämpi ymmärtäminen mahdollistaa hallinnolle tehokkaamman tulosohjauksen ja siten tukee hallintoa sen pyrkimyksissä varmistaa julkistoimijoiden tehokas ja asianmukainen toiminta.

Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching. A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district. The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Management and Leadership / D. Ed. (Education Management)

Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching. A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district. The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Leadership and Management / D. Ed. (Education Management)