A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017 / This study focuses on the critical evaluation of how the Integrated Quality Management System as an appraisal tool is implemented in a few selected schools in the ILembe District. In recent times, the system of education in South Africa has required teachers who are highly skilled to impart knowledge of high quality to learners. The introduction of Integrated Quality Management System (IQMS) was meant to enhance the quality of teaching and learning by addressing the matter of developmental appraisal in order to enhance teachers’ professional development. This approach has been facing serious challenges and attracted unjustified criticism for quite some time. Since teachers’ performance has been under the spotlight as measured by learners’ results, it is important to evaluate their performance using a highly reliable instrument which can produce learners who can compete globally. This research was conducted using both quantitative and qualitative methodologies that were based on a case study approach of 10 schools that were purposefully selected from rural, semi-rural, urban and semi-urban areas. Data from district officials, principals, deputy principals and Heads of Department were collected through interviews, and questionnaires were used to collect data from six teachers at each school. The findings indicate that most teachers are finding it difficult to implement the IQMS policy effectively. The major concern was that managers are reluctant to participate in the process, and do not comply with the requirement of the IQMS, namely the advocacy and training of teachers before they embark on the process of the IQMS. The researcher recommends the use of IQMS for effective teachers’ through professional development and keeping politics out of this process.

The research project explores the effect of empowerment to schools. All stakeholders should be empowered for improvement of quality education and school effectiveness. Two groups of schools were identified, that is, low performing and high performing schools. The aim of this research is to investigate why some schools performed better than others. The purpose of research is to prove that effective schooling can take place through empowerment and that school management can be successful where there is high commitment. The qualitative research method was employed. It refers to research that elicits participant's account and meaning, experience or perceptions. It also produces descriptive data in the participant's own written or spoken words. To gather empirical data, the following research methods were employed; literature study and focus group interview. The following categories emerged: -  Discipline  Lack of commitment and motivation in the learning environment  Management leadership styles applied in schools  Lack of support / Educational Studies / M.Ed. (Education Management)

D.Phil.

This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales. / Doctor of Education (Ed.D.)

Policy documents such as The National Policy on Whole-School Evaluation (Department of Education, 2001), A Policy Framework for Quality Assurance and Training System in South Africa (Department of Education, 1998) and Integration Quality Management System (Department of Education, 2003) propose broad participation of major stakeholders, in particular educators, in the process of evaluating and monitoring school performance. This represents a major shift from the inspectorate system of the past that had limited transparency and openness between the evaluators (inspectors) and evaluees (educators) and had little to do with assuring the quality of education provision. Nevertheless many teachers have resisted the introduction of these policies designed to improve schools and their performance. The system known as Whole-School Evaluation focuses on the whole school rather than on individual staff members of the school, with the aim to develop schools in achieving their context-related goals and intended outcomes. Reasons for teachers‟ resistance to such a well intended framework of policies is not well understood. Thus, this study sought to investigate perceptions of educators about Whole-School Evaluation, which is the component of Integrated Quality Management System. To do this a case study was conducted at one KwaZulu-Natal Primary School in the Phumelela Circuit of Umlazi District. The focus of the study is on educators‟ experiences of Whole-School Evaluation, their understanding of their roles in the implementation process as well as their perceptions about the intention of Whole-School Evaluation, an interpretive approach was appropriate. The study uses two methods, interviews and questionnaires, for generating data. The major finding of this study is that, contrary to their initial resistance, educators are more positive about the Whole-School Evaluation system than the previous inspection system, because they perceive it to be developmental for themselves and their schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

The purpose of this study is to explain the dynamics of the interaction between the different stakeholders at Mangosuthu University of Technology (MUT) from a student development point of view. The study is conducted in order to develop an effective communication system that can assist in the management of relationships. The literature review presents an analysis of key documents. It focuses on the management of relations as well as the role that is played by communication in this regard. The systems approach provides a theoretical framework that guides the views of the researcher. Chapter Three outlines the design and procedure of the study. The research approach adopted by the researcher is qualitative and is based on a case study, which is Mangosuthu University of Technology. The following research methods are applied in the study; that is, the analysis of documentation, observations and a focus group, together with the application of questionnaires. Chapter Four presents a combination of qualitative and quantitative research data. The first part of the chapter focuses on observations that were made by the writer over a period of six months. This is followed by the analysis of the questionnaire. The last part discusses the responses that were elicited from the focus group. Chapter Five leads to the conclusive section of the whole study and it is an extension of Chapter Four in which the results of the research carried out are presented. The findings reveal that a systems approach has a significant role to play in assisting an organisation in managing relations. This approach recognises the existence of inter-relations between different parts of an organisation. The study concludes that MUT needs to take steps to create a knowledge-based institution where there is flexible learning, available anywhere, anytime and on any topic. / Thesis (M.Com)-University of KwaZulu-Natal, 2009.

This study is an investigation into how systems thinking was used in a school improvement initiative, which involved the implementation of the Integrated Quality Management System (IQMS) in a ward with twenty-two schools. The Superintendent of Education Management (SEM), as the practitioner, initiated the study in the form of an action research, using the soft systems methodology (SSM). The preference of the SSM was justified for its suitability to explore problem contexts of a pluralist complex nature. The School Development Team (SDT) Chairpersons were the participants that went through the learning process and provided insights from their worldviews and experiences as the leaders tasked with bringing about the requisite transformation and guidance aimed at the professional development of educators, their performance measurement and whole school evaluation. The reflective study interrogates the worldviews, perspectives, attitudes and values of the participants, promotes the use of systems tools and techniques and leads to the development of conceptual models which might constructively enhance school reform. The findings of this study highlight educators’ ability to engage in reflective activities and self-directed explorations, shared experience of educators learning to learn together and continuous professional development. The reflective educators learn to recall, consider and evaluate experiences in relation to a broader educational purpose. The study explores the possibility of using the IQMS systemically in action as leverage to enhance school improvement and bring about positive change in educator accountability. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

This study utilized the principles of Total Quality Management and Q Methodology to determine the attitudes of 18 junior and senior students in the music business program at Anderson University.The concourse for this study was developed using Schmidt's four principles of Total Quality Management: customer satisfaction, continuous improvement, empowerment, and teamwork. The Q sample included a total of 54 statements related to personal beliefs regarding the Music Business program.The subjects completed a Q sort, which included positive and negative statements about the Music Business program based on Schmidt's four principles.The subjects of the study were 50 percent male, 50 percent female, 50 percent junior class status, and 50 percent senior class status. Each student had completed the introductory courses within the department, and was taking upper-class level specialized music business classes.PQMethod software was used to tabulate the Q sorts, and two factors were found. Attitude types were named "Contented" and "Discontented." The two factors were not closely correlated. The "Contented" group felt their experience as a Music Business major was positive, and had a positive outlook on the future of the program. The "Discontented" group felt the program did not meet their expectations, and they had little expectation for future improvements. / Department of Journalism

Thesis (Ph.D.) - University of KwaZulu-Natal, 2007.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 191-197). Also available on the Internet.