This study investigated how educators experience the peer observation component of 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 schools in their entirety has been largely unchartered. The objective of this dissertation was to investigate the perceived experiences of educators concerning the peer observation component of the Integrated Quality Management System. A qualitative research paradigm was employed in order to gather data for this study. Semi- structured interviews were conducted with educators; data collected from the interviews was compared and integrated with data collected from the documentsthat were studied. The data gathered was analyzed using the theory of collegiality in order to explore how educators experience peer observation as a component of the IQMS during its implementationas well as what impact it had on collegiality The findings revealed that teachers are given an opportunity to select their peers during peer observation implementation which, however, leads to an inconsistent and subjective allocation and rating of scores in order to get a 1% pay progression. The study found that the peer observation part of the IQMS is an effective tool for teachers‟ development as it helps them identify areas that need to be developed in order to improve on their teaching practice. The study‟s findings also revealed that if favourable conditions for peer observation are created, peer observation enhances collegiality among teachers. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

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

The need to improve on the quality and equity in education has been a direct challenge for the Department of Education in the South African post-apartheid era. The Department of Education, in agreement with the Education Labour Relation Council, implemented the Integrated Quality Management System (IQMS) as a quality management system, consisting of three programmes, aimed at enhancing and monitoring performance of the education system. The Integrated Quality Management System was the focus of this study and, in particular, the attitudes of educators towards Developmental Appraisal and Classroom Observation. The research was guided by the following three main research questions: What are the attitudes of educators towards Developmental Appraisal as an evaluation policy for accountability purposes? What are the attitudes of educators towards Classroom Observation as a practice for staff development with a developmental purpose? and To what extent do the attitudes of educators influence the implementation of Developmental Appraisal and Classroom Observation? Several factors influencing the implementation of Integrated Quality Management Systems were identified from literature and were selected for the study, namely the objectives, prevalence and frequency, benefits and difficulties of Developmental Appraisal and Classroom Observation. These were conceptualized in terms of three opposing dimensions using the Cube Model of Evaluation: internal and external, pull and push and bottom-up and top-down, all of which have varying degrees of tensions between them. Thus a point of balance on this three-dimensional continuum has to be delicately managed. The findings of this study, which resulted from analysing data collected from forty-four educators by means of questionnaires and semi-structured interviews, revealed the following: the overall conclusion regarding the educators' perceptions on the policy objectives of Developmental Appraisal is that the majority of the respondents tended to agree with the policy objective of Developmental Appraisal. However, one should take note of participants who did not agree, which illustrates the tension between policy and implementation and the possible resistance of educators. The findings of this study further revealed that initially educators were 'threatened' by Internal and External Evaluation and Developmental Appraisal, weighing heavily on the Performance Management aspect, which could be seen as manifesting a resistance to change. However, over time and through deeper understanding, there has been a shift in attitude once educators realised the developmental function of Developmental Appraisal in informing teaching and learning which consequently plays a major role in educators' professional development. In addition, this may have a positive effect on the implementation of Developmental Appraisal in future. However, the aspect of pressure, represented in the adapted model, is aimed at accountability of the various stakeholders within the schools to the Department of Education to ensure that quality education is provided. This suggests that there was a shift in the educators' attitudes from one of resistance to top-down directives to compliance and even a willingness to participate in the process of Developmental Appraisal and Classroom Observation. This could be a result of the monetary reward attached to performance. There was also a growing realisation of the potential effect on teaching and learning, which has resulted in the policy being viewed in a more positive light. However, there was concern about the lack of support, resources and facilities from the Department of Education, which resulted in the policy not being properly implemented. Finally, the findings of this study bring another dimension to the issue of the politics of resistance towards Integrated Quality Management Systems, in that rejection of evaluation is not against the system per se; educators as represented by the South African Democratic Teachers' Union (SADTU) want appraisal to be an essential part of their development and not a mechanism for enforcing control or imposing a 'police unit' on educators. Copyright / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.

Thesis (MBA) --University of Limpopo, 2007 / The main purpose of the study was to investigate the implementation of a performance management system for educators, named by the Department of Education: the Integrated Quality Management System (IQMS). The investigation took place in the Zebediela schools of the Limpopo province. The research study targeted members of the School Development Teams (SDT’S) and the Principals of the schools in their capacity as accounting officers. The investigation was done by identifying the possible factors influencing the implementation of the system and its impact on the teaching profession, the motivation/productivity of educators and the efficiency of service delivery. Appropriate recommendations were suggested to improve the implementation of the IQMS. The study obtained primary data through structured questionnaires, interviews and secondary sources. Questionnaires were administered to all the 77 schools in the Zebediela area and personal interviews were conducted with a minimum of 15% of the population (schools) in each circuit of the Zebediela area. Ethical considerations were adhered to and all responses were treated as confidential while the names of the respondents will not be published if this research is published. The collected data were analysed using the Statistical Package for Social Sciences (SPSS) with the aid of a contingency table analysis. The findings suggest that the implementation of the Integrated Quality Management System in Zebediela area is very slow while numerous respondents were undecided as to whether there was really implementation in the schools or not. This research attributed this slackness to various factors ranging from insufficient training, uncoordinated activities, lack of commitment, a high workload for only a low salary increase percentage and the slow progression through the professional ranks. All these factors were leading too the low morale of the educators. Based on the findings it is recommended that the Department of Education as an employer should offer thorough training and development for educators, well coordinate activities, competitive salaries, proper job design and team work, favourable working conditions and a better promotional system. ii These interventions will contribute to an increase in the motivational levels of educators’ that will ultimately uplift the low morale of educators.

This study explored the views and experiences of School Management Teams (SMTs) when implementing Integrated Quality Management System (IQMS) in three primary schools in the Nkangala Region of the Mpumalanga Province, South Africa. A qualitative research approach was adopted and the data were collected by means of semi-structured interviews and document retrieval in schools. The data were then analysed by the constant comparative method. All the participants in this study expressed the view that IQMS is a teacher appraisal system with a potential to develop educators in schools provided both evaluators and evaluatees are honest with the evaluation process and are able to identify their areas of development. However the experience of the principals and deputy principals with the implementation of IQMS in schools reveals that educators inflate their scores and do not identify areas where they need development. The Development Support Groups (DSGs) do not conduct authentic evaluation since they serve the purpose of helping educators to qualify for salary progression. Participants recommended external evaluation as a solution to subjective ratings since external evaluators have a potential to provide objective and credible evaluation because they are unfamiliar with educators and do not experience the pressure to maintain collegiality in schools. A key recommendation is that the Department of Education should conduct effective training for the stakeholders involved with the implementation of IQMS in schools. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Made available in DSpace on 2016-06-02T20:37:48Z (GMT). No. of bitstreams: 1 5175.pdf: 1937380 bytes, checksum: c74ac55f5059fbe2d78f9dabe02dc226 (MD5) Previous issue date: 2013-06-07 / The tests and/or study laboratories have sought the implementation of Quality Management Systems (QMS) in order to obtain a differential, which is the greater reliability and acceptance of their results. The two main systems adopted in laboratories are the Good Laboratory Practices (GLP), which guidelines are defined in NIT-DICLA-035, and ISO/IEC 17025, according to NBR ISO/IEC 17025. Comparatively, the guidelines of both standards, in respect to the experimental stage of laboratory, have the same goal, to guarantee the quality of the results. The systems differ in that the ISO/IEC 17025 operates in the laboratory routine activities as a whole, in contrast GLP focus is to serve as a base to a study that is accomplished. An analysis of the elements of the standards shows that there is substantial overlap in both of the requirements, which makes it possible to maintain a single and integrated system. Thus, this paper aims to analyze critically the implementation and maturation process of an integrated QMS according to GLP and ISO/IEC 17025 implemented in a Laboratory that performs tests of pesticides and veterinary products residues using chromatography. The system implementation was done in stages, and the activities performed in each one were evaluated. The first step consisted in defining the quality assurance team. Next it was defined the work scope, followed by the steps: analysis of the similarities between the standards and structuring of a system; adaptation and elaboration of documentation to comply with the integrated system, with emphasis on the methods validation and uncertainty estimation procedures; training; audits; critical analysis meeting by management and finally organize the documentation for submission to INMETRO. During the implementation process it was conducted a survey among collaborators about the difficulties and benefits of the process. In addition, it was evaluated the time required to implement the system, the period to get the formal recognition and audit data, such as noncompliance highlighted and corrective actions taken. These data were compared with those obtained in Brazil and the USA laboratories. / Os laboratórios de estudo e/ou ensaios tem buscado a implementação de Sistemas de Gestão da Qualidade (SGQ) como forma de obter um diferencial, que reside na maior confiabilidade e aceitação de seus resultados. Os dois principais sistemas adotados em laboratórios são as Boas Práticas de Laboratório (BPL), cujas diretrizes são definidas na NIT-DICLA-035, e a ISO/IEC 17025, conforme NBR ISO/IEC 17025. Comparativamente, as diretrizes de ambas as normas, no que se refere à etapa experimental do laboratório, possuem o mesmo objetivo, a garantia da qualidade dos resultados obtidos. Os sistemas se diferem na medida em que a ISO/IEC 17025 atua nas atividades rotineiras do laboratório como um todo, já o foco das BPL é dar embasamento a um estudo realizado. Uma análise dos elementos das normas evidencia que há grande sobreposição dos requisitos exigidos em ambas, o que torna possível manter um sistema único e integrado. Assim, o presente trabalho tem como objetivo analisar criticamente o processo de implementação e amadurecimento de um SGQ integrado conforme as BPL e a ISO/IEC 17025 implementado em um Laboratório que realiza análises de resíduos de agrotóxicos e produtos veterinários por cromatografia. A implementação do sistema foi realizada em etapas, sendo que as atividades realizadas em cada uma delas foram avaliadas. A primeira etapa consistiu na definição da equipe de garantia da qualidade. Na sequência foi definido o escopo de trabalho, seguida das etapas: análise das similaridades entre as normas e estruturação de um sistema; adaptação e elaboração de documentação para atendimento ao sistema integrado, com destaque para os procedimentos de validação de métodos e estimativa da incerteza; treinamentos; auditorias; reunião de análise crítica pela direção e por fim a montagem da documentação para envio ao INMETRO. Durante o processo de implementação foi feita uma pesquisa entre os colaboradores a respeito das dificuldades e benefícios do processo. Além disso, foi avaliado o período necessário para implementar o sistema, o período para obter o reconhecimento formal e dados das avaliações, tais como as não conformidades evidenciadas e as ações corretivas tomadas. Esses dados foram comparados com os de laboratórios no Brasil e nos EUA.

This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system. A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis. The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education. / Educational Studies / D. Phil. (Education)

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

В выпускной квалификационной работе рассматриваются теоретические основы формирования интегрированной системы менеджмента качества. Приводится сравнительный анализ российских и международных стандартов менеджмента качества и выявляются проблемы их интеграции. Предложена методика построения интегрированной системы менеджмента качества при строительстве химического промышленного комплекса. Рассмотрена концепция и особенности проекта строительства химического комплекса «Аммиак-Карбамид-Меламин». Обозначены риски проекта и определены возможности их снижения за счет использования разработанного методического подхода. / In the final qualifying work, the theoretical foundations of the formation of an integrated quality management system are considered. A comparative analysis of Russian and international quality management standards is given and problems of their integration are identified. A technique for constructing an integrated quality management system in the construction of a chemical industrial complex is proposed. The concept and features of the project for the construction of the chemical complex "Ammonia-Urea-Melamine" are considered. The risks of the project are identified and the possibilities of their reduction through the use of the developed methodological approach are identified.