MPM / Department of Public and Development Administration

This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected. The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents. All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made. Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made. / Education Management / Thesis (M. Ed. (Eucaton Management))

Thesis (D.Tech.: Education)-School of Education, Durban University of Technology, 2008. x, 257 leaves / Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning.

Submitted in fulfillment of part of the requirement for the degree of Master of Technology, Durban University of Technology, Durban, South Africa, 2016. / This research examines the Performance Appraisal of administrative personnel in the Department of Education: iLembe District Office. The main aim of this study was to improve the understanding and the implementation of Performance Appraisal of all employees in the KZN Department of Education. This is a case study research utilising purposive sampling and thereafter census to identify the most appropriate participants based on the research objectives. This approach helped to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). This study relied on primary data as well as secondary data obtained from questionnaires administered to all administrative personnel in the Department of Education, iLembe District Office. The study revealed that management and administrative employees in the Department are aware that a Performance Appraisal policy exists but lack an understanding of its meaning and intent. Furthermore, Performance Appraisal was introduced without the appropriate training and follow-up by the Department of Public Service and Administration. Instead it was assumed that every worker in the Department understood the purpose and aim of the policy. However, management and particularly employees are still unclear about the main purpose of Performance Appraisal and employees in particular feel very dissatisfied and demotivated with the way in which it is implemented. / M

Thesis (MPA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Please refer to fulltext for abstract / AFRIKAANSE OPSOMMING: Sien asb volteks vir opsomming

Thesis (Med) -- Stellenbosch University, 2003. / ENGLISH ABSTRACT: A problem facing many educators in inclusive classrooms is the process of assessment. This study explores the assessment process in an inclusive classroom (that is, classroom-based assessment) and the learners' experience of it. A qualitative research study was done at a private (community) primary school, using a case study approach. A combination of data collection and analysis methods was used. The qualitative nature and context of the study prohibit generalisations and confine findings largely to this study. Assessment is a broad subject touching almost all aspects of education. There have been many influences on assessment practice and the background to assessment was examined to identify these influences and the debates around assessment practice. What emerged was that assessment has many purposes linked mainly to the motivation for doing assessment and assumptions about learning. Essentially the debate centres on the purpose of assessment in education and the need to change the way it is viewed and used. Traditional assessment practice was influenced enormously by intelligence testing and historically its main role has been evaluating learning outcomes for the purpose of certification and selection. This purpose has obscured the role of assessment in facilitating learning. Recent research has indicated its importance in this respect. As our views of learning change, so the need to change our approach to assessment arises. Inclusion also challenges our education practices and the assumptions we make about the learning process. Learning is a complex process that is influenced by many factors including context. Assessment should thus be used in support of learning, rather than just indicating current or past achievement. Many learners especially those experiencing barriers to learning are frustrated with the assessment process, which often discriminates against them. Research shows that assessment is not just about grading and evaluation but also about understanding the individual and the process. Planning an effective education programme should thus include planning effective assessment. / AFRIKAANSE OPSOMMING: Assessering in die inklusiewe klaskamer is 'n bron van bekommernis vir baie opvoeders. Die assesseringsproses in 'n inklusiewe klas en leerders se belewenis daarvan word in hierdie werkstuk ondersoek. 'n Kwalitatiewe navorsingstudie is in 'n privaat (gemeenskap) primêreskool deur middel van 'n gevallestudie gedoen om die assesseringsproses in 'n inklusiewe klas te verken. 'n Saamgestelde aantal dataversamelings- en ontledingsmetodes is gebruik. Die konteks en kwalitatiewe aard van die studie beperk die bevindinge en verhoed dus veralgemenings. Assessering dek 'n breë vakgebied wat heelwat aspekte van opvoeding aanraak. Daar was baie invloede op die assesseringspraktyk, en die agtergrond daarvan, asook die debatte hieromtrent is ondersoek. Wat voorgekom het, is dat daar heelwat redes aangevoer word om assessering te doen, wat meestal gekoppel is aan die motivering vir assessering, en/of vooropgestelde idees rondom die leerproses. Hoofsaaklik draai die debatte om die doel van assessering in opvoeding en die noodsaaklikheid daarvan om die sienswyse en gebruik daarvan te verander. Tradisionele assesseringspraktyke is heelwat deur intelligensietoetsing beïnvloed en was histories behep met evaluering van leeruitkomstes met die hoofdoelop sertifisering en keuring. Dié manier van assessering het die leerproses oorskadu en verduister. Onlangse navorsing dui op die belangrikheid hiervan. Soos ons sienswyse van leer verander, so ook moet ons benadering tot assessering verander. Insluiting bied 'n uitdaging aan ons onderwyspraktyk en ons voorveronderstellinge aangaande die leerproses. Leer is 'n ingewikkelde proses wat deur baie faktore, insluitend konteksverband, beïnvloed word. Assessering moet as ondersteuning vir die leerproses gebruik word en nie net om huidige en vorige prestasie aan te dui nie. Baie leerders, veral dié wat leerhindernisse ondervind, vind die assesseringsproses frustrerend en bevooroordeeld. Navorsing toon dat assessering nie net oor gradering en evaluering gaan nie, maar ook oor 'n begrip van die persoon en proses. Doeltreffende onderrigprogrambeplanning noodsaak dus ook effektiewe assesseringsbeplanning.

This research explored the experiences and perceptions of the performance appraisal systems in place and its value to social workers within the Department: Social Services and Poverty Alleviation: Provincial Government of the Western Cape.

Thesis (D.Tech.: Education)-School of Education, Durban University of Technology, 2008. x, 257 leaves / Educational institutions are pursuing quality improvement for various reasons. A great deal of literature on staff evaluation covering a wide spectrum of fields such as industry and commerce, including schools, has been produced and it generally identifies three main purposes of quality evaluation. Firstly, evaluation is conducted to review performance, identifying strengths and weaknesses. Secondly, it provides information about the service in order to improve the quality of the service and to demonstrate accountability. Thirdly, evaluation is aimed at encouraging personal and professional development. This study analyses the Integrated Quality Management System (IQMS), an evaluation system which was implemented in South African public schools in 2005. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory units with the overall aim of enhancing the quality of education in South Africa, in addition to addressing the inequities and injustices of the past. Since its introduction, very little empirical research has been carried out to establish whether the IQMS model addresses that which it was intended to. This thesis evaluates the extent to which the IQMS is perceived to have enhanced individual development and ensured improvements in teaching and learning. / D

M. Tech. Business Administration / Study of available literature has revealed that performance appraisal is often very subjective. A general concern regarding the implementation of performance appraisal by line managers is that there is a serious lack of required expertise and knowledge to decide on the performance appraisal criteria accurately. Studies on perceived fairness or organisational justice have shown that these factors strongly affect the attitude of employees, for example: job satisfaction; turnover intentions; organisational commitment; and workplace behaviour, such as absenteeism and organisational citizenship behaviour. As such, this study assessed the perceptions of employees within the Department of Labour Head Office on performance appraisal. The intention was to identify gaps in the current appraisal system and to propose strategies that can be employed in order to maximise and harmonise performance appraisal in the Department of Labour Head Office.

Research reveals that policy intentions seldom define classroom practice. This research study uses continuous assessment as the 'case' to explore the policy-practice relationship. The research approach adopted involved a critical review of policy documents on continuous assessment; interviews with Department officials; a survey questionnaire on continuous assessment distributed to teachers in ten secondary schools; and a detailed exploration of continuous assessment practice in three institutional settings. The findings show that continuous assessment is rarely implemented as policy intended; teachers at the classroom level have transformed the aims of policy-makers to the extent that implementation proceeds at some distance from the original policy intentions; and teachers are experiencing numerous problems in attempting to implement continuous assessment. / Thesis (M.Ed.)-University of Durban-Westville, 1997.