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Total quality management as a response to educational changes in school managementLukhwareni, Matodzi Henry 11 April 2007 (has links)
Please read the abstract (Summary) in the 00front part of this document) / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted
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Integrated quality management system for improving performance of selected schools in the King Williams Town Education DistrictSikiti, Siyabonga January 2014 (has links)
In order for the democratic government in South Africa to eradicate segregatio. It was necessary to introduce new policies with school teachers being expected to be agents of change. Teachers have a big role to play in the transformation of the country. This research investigated Integrated Quality management Systems (IQMS) for improving performance of selected schools in the King Williams Town Education District. Three schools were selected in the King Williams Town District . The aim of this research was to examine the implementation of IQMS in the selected schools. The introduction of IQMS by the Department of Education in 2003, did not help the schools in the King Williams Town district improve their performance. IQMS is a government policy. The intention of public policy is to solve a problem. The findings of this study indicates that in the selected schools the problem of poor performance was not solved by the introduction of IQMS. Scholars have written extensively on performance appraisal. Different writers agree that the main purpose of appraisal is to improve performance. The Constitution (1996) and policies provide a strong foundation for the effective implementation of IQMS and public administration provides a good support for the effective implementation of IQMS. Additionally, legislation and subsequent policies give guidelines of how to implement the system successfully. In this study, questionnaires were given to 15 educators to investigate how schools understand and implement the IQMS. Qualitative analysis was undertaken to interpret the responses from the educators. Themes were formulated based on the responses received. Findings were generalised from the responses received. The research discovered that educators do implement IQMS, but they do not see it as a mechanism of improving performance. Teachers demonstrated an inadequate understanding of IQMS.
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Appraisal as an instrument to facilitate the development and school improvement in Daveyton schools.Mkasi, Jones Freddy 14 October 2008 (has links)
M.Ed. / Appraisal seems to be a relevant instrument to facilitate the professional growth of educators and school improvement. However, if the process of appraisal is to be part of the development of educators and of schools, it needs to be part of the pattern of school life and linked to the school’s developmental activities. It needs to be context-based within the legal framework provided by the Department of Education (DoE). Appraisal should be a natural progression from the staff development and school development planning. Staff and professional strategies should enable schools and educators to gain skills and understanding, necessary to participate in appraisal. Appraisal should be set in the context of the objectives of the schools which will generally be expressed in a school development plan. The school’s objectives in a particular year, should be linked with appraisal, so that for example, professional development targets arising from appraisal, may be related to agreed targets and tasks in the development plan. This will help to speed up the process of facilitation of the professional growth of educators. A school which is self-developing and self-evaluating, is likely to be one in which all educators exchange ideas, share concerns, contribute to discussion, take part in the process of decision-making and have individual areas of strength and weaknesses identified and supported (Jones, 1993:10). In basic terms, the facilitation of appraisal will assist with the setting of whole school targets and identification of professional needs. / Dr. P.J. du Plessis
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Implementation of the integrated quality management system policy in public schools in the Ugu District.Van der Watt, Peter Gregory. January 2010 (has links)
With the advent of democracy in South Africa in1994, a plethora of old pieces of legislation and
policies have either been revised or new ones promulgated to address the gross inequalities of the
apartheid state. In the context of education new policies were designed to improve the standard of
education across public schools in the country. One such policy is the Integrated Quality Management
System intended to support teachers in achieving quality education. Policy Design and Policy
Implementation are separate concepts and it is well known that the intentions of the policy are not
always achieved during implementation.
It is clear that the State President, Jacob Zuma was cognizant of the disconnection between Policy and
Policy Implementation when he stated at a meeting with school Principals in 2009 that “our wonderful
policies that we have been implementing since 1994 have not essentially led to the delivery of quality
education for the poorest of the poor”. He questioned as to why the policies have failed to deliver
excellence and what should be done about it. Further, the Basic Education Minister, Angie Motshekga
in her maiden Budget Speech asserted that:
“The findings of Professor Jonathan Jansen’s committee on National Education Evaluation and
Development Unit (NEEDU) confirms what we all know, what the view is outside there and reasons
for a general lack of public confidence in our education system”.
The study explores the extent to which the implementation of the Integrated Quality Management
System has indeed led to the delivery of quality education. The Policy was also intended to restore
public confidence in the education system and the study aims to explore the extent to which this has
been achieved.
The Integrated Quality Management System was intended to ensure that the State is obtaining value for
the money expended on education, the largest portion being allocated to the salaries of educators. It
would appear not to be the case. In this regard, a Report issued by the Organisation for Economic Cooperation
and Development (OECD 2008) found that international studies have shown that the
“returns to investment” in teacher education, or the quality of performance one might expect from
learners in return for money spent on educators, is very low in South Africa, to the extent that “low
educator productivity has been cited as the main reason for South Africa’s relatively poor
performance”
It is for the above reason that the National Policy on Whole School Evaluation which includes the
Integrated Quality Management System, designed to address the problems of educator performance
and poor learner attainment were put under the spotlight. The success of Policy Implementation, and
the possible adaptation of existing policies to ensure that the desired results are achieved are also
investigated in the study. Recommendations are made as to how policy might be reviewed or changed. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2010.
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School stakeholders' perceptions of total quality improvement principles in private vocational schools in ThailandVarayuth Pattanasiriruk. Riegle, Rodney P. Strand, Kenneth H. January 2003 (has links)
Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.
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The effectiveness of the integrated quality management system to improve the performance of educators in the East London DistrictBlayi, Mcebisi January 2012 (has links)
This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
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Implementation of integrated quality management systems in selected schools, Cofimvaba education districtYotsi, Melekeli January 2014 (has links)
This study evaluates the implementation of Integrated Quality Management System (IQMS) policy to improve the quality of teaching and learning at schools in the Cofimvaba Education District. IQMS involves the measurement and evaluation of teacher performance for developmental purposes and to reward the best performers in order to improve teaching. A qualitative research approach was adopted and data was collected using questionnaires distributed and retrieved from schools in order to determine educators’ experience of IQMS implementation. The data were then analysed using constant comparative methods. The findings indicate that most participants agreed with the objectives of the policy and felt that it should be retained to evaluate teacher performance for accountability purposes and improved teaching and learning results. The system has the potential to develop educators if is implemented honesty and as long as educators trust the evaluation processes to identify weaknesses and strengths. A key recommendation is that IQMS should be part of the school management team’s responsibilities, which must report quarterly on implementation.
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Developing a model for improving secondary schools effectiveness in the Northern Free State district.Ratshilumela, Takalani Geoff 05 February 2009 (has links)
M.Ed. / The researcher’s initial observations and discussions with educators revealed that secondary schools in the Northern Free State district perform below the required standard. The problem of this research lies in the lack of effectiveness in secondary schools which is due to factors such as historical political development, the collapse of the culture of teaching and learning at schools, under qualified teachers and poor infrastructure. These factors made worse by lack of clearly defined models for improving school effectiveness. The purpose of this research is to suggest and develop a model for improving schools effectiveness in the Northern Free State district and to determine the extent to which secondary schools in the Northern Free State district are using the Total Quality Management approaches or the Integrated Quality Management Systems (IQMS) approaches as well as characterizing those secondary schools that are viewed as effective or ineffective. The research method is qualitative in nature. The researcher collected data through observations, interviews and analysis of school records. The findings of this research support the purpose of the study which is to develop a model for improving secondary schools effectiveness. This research is regarded as a direction pointer in the development of the model that can be effectively applicable to improve effectiveness of the secondary schools in the Northern Free State district and the country as a whole hence it is recommended that the suggested model which is a combination of the known powerful models for improving school effectiveness be expanded to other schools.
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Paradigm Shift : effective implementation and enforcement of laws to radically accelerate the delivery of quality elementary and further education in South Africa : lessons from China, Finland and SingaporeSefoka, Isaiah Mmatipe January 2021 (has links)
Thesis (LLD.) -- University of Limpopo, 2021 / The delivery of substandard education to the leaners in South African schools has
become a pressing concern and needs special attention. This is so despite the advent
of democracy in 1994, which brought legislative frameworks and other measures
promoting access to quality education. This study seeks to highlight the importance of
a radical paradigm shift in educational approach, from a single (access) to a dual
system (access and delivery) in South Africa. The study examines adequacy of access
to education, by evaluating the effectiveness of delivery. The study emphasizes that
delivery should be strengthened in order to develop skills and capacity. The study also
accentuates the need to strengthen legislative measures and compliance, in order to
improve the delivery of quality education to the leaners. The domestic laws such as
the Constitution of the Republic of South Africa, Skills Development Act, the South
African Schools Act, Further Education and Training Act and the Continuing Education
and Training Act, which all cover access and full delivery of quality education, will be
examined. It is pertinent to point out that the delivery of quality education and skills
development, can improve the employability of leaners and graduates, wherever they
find themselves. Consequently, it is fundamentally important to increase interest in
strengthening the implementation of the skills development legislation and policies, to
drive the necessary change from access to delivery, in order to meet the
developmental needs of the country. Lessons are drawn from China, Finland and
Singapore, where policies and laws are utilized for the purpose of comparative studies.
The rationale for such a comparative analysis is premised on the fact that these
countries have very strong educational systems, which promotes the employability of
learners, and also enables learners to become self-reliant and entrepreneurs. / National Institute for
the Humanities and Social Sciences (NIHSS) and South African
Humanities Deans Association (SAHUDA)
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The influence of teacher unions on integrated quality management system policy formulation and implementation in a primary school in the Johannesburg central regionKhanyi, Linda Antoinette January 2013 (has links)
This study explores the influence of teacher unions on the formulation and implementation of the Integrated Quality Management System (IQMS) in the Johannesburg Central District. The involvement of unions in the signing of Collective Agreement Number 8 of 2003 and the failure of unions to fully support implementation at school level is a challenge. Unions are part of the bargaining council in the Education and Labour Relations Council as they are also part of the policy formulation process. The constitutional duty that teachers need to align themselves with is to provide quality education that will allow learners fair and better opportunities of succeeding. The use of IQMS as a quality measurement system is of outmost importance to stabilise the education environment and to benefit the nation. Unions therefore have a statutory obligation not only to their constituencies but also to their clients, the teachers.
The study was qualitative and exploratory in nature, based on grounded and social constructivism theory. It was conducted in the Johannesburg Central region that forms part of the Gauteng Education Department. The sample consisted of groups of five union representatives, two Gauteng Department of Education officials and 35 school-based unionised teachers. The researcher used observation, one on one interview as well as focus group interviews to collect data. The unions involved in the study were the Suid Afrikaanse Onderwyseris Unie the National Professional Teachers’ Organisation of South Africa and the South African Democratic Teachers’ Organisation .Findings showed a deficiency in processes such as advocacy, training and funding which are the main determinants of policy implementation. The unions were of the opinion that regardless of their role in the ELRC which some viewed as rubberstamping; their influence was not of much significance during the formulation of policies. They suggested a more rigorous and intense route that could give them the mandate to be hands on during the formulation of policies. They also reported that they needed qualified and competent people to spearhead training so as to ensure a better understanding by all stakeholders during the effective implementation of IQMS. / Educational Leadership and Management / D. Ed. (Education Management)
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