The purpose of this study was to examine the role played by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the secondary schools of Circuit 03 of Libode district of Eastern Cape Province. The scope of research was restricted to three secondary schools in circuit 03. The research methodology was qualitative in which multiple case study strategy was employed. The sampling strategy was purposive sampling and it included principals, educators serving in DSG and educators who have been evaluated in the previous years. Data were collected through semi-structured interviews to get information from principals. Questionnaires with open ended questions were used to obtain information from educators serving in DSGs and educators who have been evaluated in the previous years. The findings of this study were that; the DSGs did not receive training that specifically explained their role. Timing is a problem in evaluation of educators as it is performed in the fourth term when educators are busy preparing for final examinations and planning for the next coming year. The infrastructure condition cripples the performance of DSGs. The interpretation of evaluation instruments for educators poses a challenge to DSGs. The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use their discretion in awarding scores. Analysis of information received from participants indicated that the role of DSGs in implementing IQMS could be improved with intensive training of DSGs on IQMS. Summative evaluation of educators has to be conducted in the third term as many activities take place in the fourth term. Learner performance has also to be a deciding factor in awarding educator scores. Subject advisors should form part of DSGs. This research is likely to benefit school principals, policy makers, educators and IQMS coordinators as it provides clarity on the role of DSGs in implementing IQMS. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

There are many optimistic and pessimistic views on integrated quality management systems based on international standards. Many businesses have not benefited in terms of operational, quality or business performance, while many others have indicated that the implementation of integrated quality management systems based on an international system standard or other standards has led to improved operational performance and quality, which in turn has resulted in improved business results. The main research problem is therefore to identify the effect of an IQMS on a fishing company and, secondly, to determine whether such a system is compatible with the fishing industry as a whole. By addressing these questions, a perception of the value of an IQMS for the fishing company under study was be obtained. The main research question was: “What is the effect of an integrated quality management system on a leading fish product manufacturer Different research approaches were used to determining the value of such an IQMS in a leading fish product manufacture. The study confirmed that the IQMS has a positive effect on the fish product manufacturer. / Business Management / M. Tech. (Business Administration)

The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector. The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used. I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff. / Educational Management and Leadership / M. Ed. (Education Management)

There are many optimistic and pessimistic views on integrated quality management systems based on international standards. Many businesses have not benefited in terms of operational, quality or business performance, while many others have indicated that the implementation of integrated quality management systems based on an international system standard or other standards has led to improved operational performance and quality, which in turn has resulted in improved business results. The main research problem is therefore to identify the effect of an IQMS on a fishing company and, secondly, to determine whether such a system is compatible with the fishing industry as a whole. By addressing these questions, a perception of the value of an IQMS for the fishing company under study was be obtained. The main research question was: “What is the effect of an integrated quality management system on a leading fish product manufacturer Different research approaches were used to determining the value of such an IQMS in a leading fish product manufacture. The study confirmed that the IQMS has a positive effect on the fish product manufacturer. / Business Management / M. Tech. (Business Administration)

With education at the centre of the South African government’s National Development Plan for 2030, an effective schooling system is not negotiable. A review of the literature showed that public schools in South Africa are self-managing. The performance of most of these schools are unsatisfactory with specific reference to academic performance, infrastructure, finances and resources. The review further revealed severe shortcomings with the use of the Integrated Quality Management System (IQMS) for school-based performance management. This included that the IQMS is insufficient, that its application is ineffective and that it does not support school-based performance management. It is a compliance system and does not allow schools’ stakeholders the freedom to take part in designing their own strategy for the school. The researcher argues that self-managing schools link to the Participatory Democracy Theory that ensures the involvement of stakeholders. The IQMS however, links to Managerialism, rejecting stakeholders’ independence of self-management and decision-making. Therefore, this study aimed to develop a school-based performance management framework for public schools in South Africa. Specific attention was given to the Balanced Scorecard (BSC) as a theoretical framework for its flexibility to accommodate diverse organisations. The BSC was placed in the Evolutionist theories under the Resource-Based View (RBV) approach, focussing on the uniqueness of organisations’ tangible or intangible resources. The researcher argued that a combination of the IQMS and the BSC might close the theoretical gap and contribute to school-based performance management in self-managing public schools. A qualitative research paradigm, embedded in the interpretivism philosophy, guided this study. A Design-Based Research (DBR) method was followed to develop the framework. The first phase was to develop a preliminary framework, using the IQMS and BSC as existing theoretical frameworks. The second phase consisted of two iterative cycles of testing and refinement of the framework in practice. For both cycles, the researcher conducted semi-structured interviews with the school’s principal, one member of the school’s governing body and one member of the school’s management team of the four selected schools. The third phase was a reflection on the design process to enhance the application of the framework. / College of Accounting Sciences / D. Compt.

A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / 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)

The purpose of this study was to examine the role played by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the secondary schools of Circuit 03 of Libode district of Eastern Cape Province. The scope of research was restricted to three secondary schools in circuit 03. The research methodology was qualitative in which multiple case study strategy was employed. The sampling strategy was purposive sampling and it included principals, educators serving in DSG and educators who have been evaluated in the previous years. Data were collected through semi-structured interviews to get information from principals. Questionnaires with open ended questions were used to obtain information from educators serving in DSGs and educators who have been evaluated in the previous years. The findings of this study were that; the DSGs did not receive training that specifically explained their role. Timing is a problem in evaluation of educators as it is performed in the fourth term when educators are busy preparing for final examinations and planning for the next coming year. The infrastructure condition cripples the performance of DSGs. The interpretation of evaluation instruments for educators poses a challenge to DSGs. The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use their discretion in awarding scores. Analysis of information received from participants indicated that the role of DSGs in implementing IQMS could be improved with intensive training of DSGs on IQMS. Summative evaluation of educators has to be conducted in the third term as many activities take place in the fourth term. Learner performance has also to be a deciding factor in awarding educator scores. Subject advisors should form part of DSGs. This research is likely to benefit school principals, policy makers, educators and IQMS coordinators as it provides clarity on the role of DSGs in implementing IQMS. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

In the quest for education transformation, the South African government employed Integrated Quality Management System (IQMS) in the belief that if teachers were appraised and developed, their performances would be enhanced and the quality of education would be improved. However, teachers had different views and experiences of the effectiveness of IQMS in their work stations. Consequently, the author was interested in “Investigating teachers’ perceptions of Integrated Quality Management System (IQMS) effectiveness on teaching and learning in a rural secondary school”. The investigation was conducted using face to face interviews and document analysis. This study’s findings indicated that IQMS was introduced as a matter of policy compliance, as shown by many teachers’ misunderstandings of its concept. The findings of this study will help to improve IQMS effectiveness or to undertake further research on the feasibility, viability and practicability of IQMS and/or alternatively, the development of a new appraisal system. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in the East London Region of the Eastern Cape Province. It reveals the positive and negative aspects of the staff appraisal system, its implementation and purpose, as well as views on its improvement. By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical framework, the researcher has determined that the Performance Measurement component of the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it should be separated from the Developmental Appraisal. Individual interviews with the Heads of Departments revealed the need for revising the assessment rubric in order for Performance Measurement to be conducted effectively. / Educational Leadership and Management / M. Ed. (Education Management)