Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to investigate educators' perceptions of quality assurance in education. During the quality assurance process educators are evaluated on the quality of their delivery inside and outside the classroom, in order to assess whether successful educational outcomes are achieved. Successful educational outcomes are dependent upon empowering, motivating and training educators. Quality assurance seeks to manage and support these processes. The evaluation process is essential to any ongoing effort to improve the teaching profession. Evaluation is part of the educational process, based on sound performance standards that are congruent to the delivery of quality education. The evaluation process is transparent, accountable, supportive, developmental and inclusive. There are three programmes, which together form the Quality Assurance. Each of these programmes has a distinct focus and purpose, and together they monitor the performance of the education system and develop the educator. These are: > Development Appraisal. > Performance Measurement. > Whole School Evaluation. The Developmental Appraisal process appraises individual educators in a transparent manner with the view to determining areas of strength and weaknesses. The Performance Measurement process uses scores achieved during the teacher evaluation exercise to evaluate individual educators for salary progression, grade progression and rewards and incentives. The Whole School Evaluation process, which is an external process, evaluated the overall effectiveness of the school. The empirical investigation commenced with a self-structured questionnaire which was distributed to educators. The data obtained from the completed questionnaires was processed and analyzed by means of descriptive and inferential statistics. The following are some of the recommendations made: > The educator evaluation instrument must focus on teaching time. > The quality assurance process must focus on developing the educator. > Further research should be conducted on the role of quality assurance in educator career paths.

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.

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

Teacher evaluation is a management tool for all educational organizations as it is used to research information on teacher performance. Information on teacher performance is important in the decision making process regarding employment of teachers, confirmation of appointment, and identifying potential for promotion and staff development. Over the years teachers have raised serious reservations about teacher evaluation procedures in South Arica. In the apartheid days teacher evaluation was summative and contentious. It was marked by unannounced visits by inspectors to observe teachers' lessons. No feedback would be offered after they left. This system was not very well received by educators and teacher unions. Teacher lobby groups, belonging mainly to S.A.D.T.U rejected this system and demanded that it be removed. This case study is a qualitative study of the perceptions of educators in the ex Model C schools in the Queensburgh area, these schools were previously under The House of Assembly and only admitted white children. The study aims to capture to some extent the feelings, views, attitudes and perceptions of the educators towards DAS. The interviews with these educators have provided me with direct evidence of teachers' perceptions towards DAS. DAS was introduced in 1998 and it replaced an autocratic, judgmental and summative system. This system allowed the educator to identify his own developmental needs, through a democratic and formative process with the participation of education managers, peers and experts. This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in developing strategies. The overall impression gained from the study was that most educators were favorably disposed towards DAS. DAS was found to be a good system and that it would definitely have a positive impact on the professional development and growth of the teacher. However, some educators had reservations about this new system of evaluation. They felt that it was too time consuming and the system allowed for abuse. The policy gave educators the opportunity to review their work output, their strengths and weaknesses, but most of all DAS allowed for helpful and supportive advice and guidance This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in development strategies for educators to identify their own developmental needs, through a democratic and formative process, together with the participation of education managers, peers and experts. If implemented correctly DAS can make a positive impact on our present education system. / Thesis (M.Ed.) - University of Durban-Westville, 2003.

The 're-admission' of the Republic of South Africa to the global arena does not only imply that the education system be effectively run, but also that the potential of all stakeholders in education be optimised. Against the background of the preceding assertion it is essential therefore that to meet the demands of the present information age performance management be enhanced to meet the demand for quality education. The rationale for performance management is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient corporate community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimisation of potential In order to unfold individuals' potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizenry at large. Similarly, the optimisation of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high quality and productive education system. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2004

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))

D. Phil. (Education) / Please refer to full text to view abstract

M.Ed. / The White Paper on the provision of education in the RSA (1983: 3) has made proposals for a new policy framework on issues of ownership, governance, finance and legal categories of schooling. On launching the White Paper (1993) on Education Provision, Prof. Sibusiso Bhengu (Minister of Education) (Learning Press No 7:712/03/1993:49) said that S.A. has never had a truly national system of education and training and does not have one yet. He added that the White Paper describes the process of transformation in education and training so that a system serving all our people, democracy and the RDP can come into existence. According to the ANC Discussion Document (1994:50) the upgrading of the teacher's quality will improve their competence. The country needs a dynamic system with a clear mission and sufficient scope to perform it. The ANC Discussion Document (1994: 50)states that teacher preparation and development would be the cutting-edge of educational

M.A. (Public Management and Governance) / The Department of Education has been faced with challenges regarding the improvement of quality teaching and learning in South African schools. This led to the Department of Education’s endeavors to ensure that the goals and objectives set for improving the quality of teaching and learning were achieved by putting the Developmental Appraisal and Whole School Evaluation Systems in place to address the challenges in education. The Developmental Appraisal System and Whole School Evaluation System were, however, not successfully implemented, hence the Department of Education’s agreement with unions in the Education Labour Relations Council to integrate all the systems into an Integrated Quality Management System. The perception of the effectiveness of the Integrated Quality Management System (IQMS) as a tool for monitoring teacher performance is the focus of the study. Documentary sources on the evaluation of the purpose, objectives and performance of the IQMS and the role-players in the implementation process have been assessed. Semi-structured interviews were also conducted with members of the School Development Teams and the School Governing Bodies of the four selected secondary schools. It was found that the teachers were not totally against the IQMS as a tool for evaluating performance and providing for development which could lead to high levels of learner achievement and broader school improvement. However, the way in which the IQMS was implemented posed a challenge to its authenticity. The fact that even ineffective teachers benefitted from the rewards received and that learners’ achievements were not considered, was cause for concern. The School Governing Body members who were interviewed were also concerned about their partial involvement in conducting Internal Whole Evaluations, as data was not used efficiently and effectively to influence decision making and planning towards school improvement. The minimal training provided by the Department of Education hampered the process of assisting the School Governing Body members to realize the goals of achieving quality education. There was also concern that the Department of Education should provide resources that would assist in the realization of quality education especially in no-fee paying schools. It is clear that accountability for poor or underperformance in schools cannot be one-sided as all stakeholders must ensure that the development of teachers is effective and will maximise the potential for better learner achievement and school improvement. All the stakeholders interviewed viewed the IQMS as a step in the right direction but believed that intense advocacy should be undertaken and rigorous training provided for all stakeholders to understand the drive towards achieving quality education. The recommendations made to the Department of Education by scholars and educators who are interested in achieving quality education for all should be welcomed and implemented and efforts towards the upliftment of education should not be a futile exercise. Engagements with all stakeholders, even at grassroots level, are vital to give those in the leadership have direction as to what the real needs are.