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Educator participation in the implementation of a total quality management strategy : a case studyTlhapi, Petrus Makganye 06 1900 (has links)
The principles of Total Quality Management (TQM), initially designed to effect continuous improvement in the business sector, have been successfully applied in educational settings. Hence, this study was undertaken to explore educator participation in the implementation of a TQM Strategy at selected academically underperforming secondary schools in the Moses Kotane Area to address shortfalls. A literature review on TQM provided a conceptual framework for the empirical inquiry. Special attention was given to the role of educators in TQM implementation. The empirical study used qualitative research methods to explore the use of TQM in fifteen schools selected by purposive sampling. Observation, document analysis and focus group interviews were used to gather data. The findings indicate that educators regard TQM as an improvement tool; however, they hold negative and positive views about TQM. Finally, recommendations were made to enhance the implementation of TQM in underperforming secondary schools in the Moses Kotane Area. / Educational Studies / M. Ed. (Education Management)
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The influence of total quality management on school improvement in secondary schools in the uThungulu District, Kwazulu-NatalSibeko, Sylvia Dolly 09 1900 (has links)
TQM has been identified as an approach that can be adopted to improve quality in business as well as in education. The main aim of this approach is to involve everybody in decision-making of the organization, in this case a school, with the purpose of achieving highest commitment from staff and customer satisfaction. TQM can be a way which can bring about changes in the education system. It is a philosophy with continuous improvement which can provide a set of practicable tools and techniques to meet the present and the future desires of any educational system. Therefore, this study sought to investigate the influence of TQM on school improvement in secondary schools in the Uthungulu District, Kwazulu-Natal.
The questionnaires were handed to schools in the Uthungulu District which is made up of 5 circuits, namely, Umhlathuze Circuit, Umfolozi Circuit, Umlalazi Circuit, Mthonjaneni Circuit and Inkandla Circuit. The research concentrated mainly on School Management Teams (SMTs) and Post Level 1 educators (PL1 educators) from senior secondary schools (high schools). On the whole, respondents in the study area have shown a positive attitude towards understanding the significance of Total Quality Management principles in schools. The findings seem to suggest that everyone has a responsibility of encouraging implementation of TQM in schools. It is important to develop quality management systems, because without them, it is impossible to implement. The quality improvement teams should be empowered to manage themselves and provide programmes that will enable them to be more effective. The proposed model of the study provides information about basic elements and factors which need to be taken into cognisance during the TQM and implementation process. The model identifies the main principles of TQM with continuous improvement at the centre of them all. The main aim of implementing TQM in school should be continuous improvement. / Educational Leadership and Management / D. Ed. (Education Management)
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Managing the implementation of education policies for quality education in public schools of Limpopo ProvinceNdou, Nndwamato 10 1900 (has links)
South Africa is currently undergoing a process of change from a segregated education system to a more democratic system of education. The country is characterised by drastic policy shifts in the social, economic and political arenas. The problem that called for this research is that education managers at national, provincial, district, and circuit levels are facing challenges in the understanding, interpretation and implementation of education policies as they apply to support staff, educators, learners and their parents or guardians. Lack of access to and knowledge of acts, policies and procedures in educational leadership and management seem to impact negatively on the effective functioning of public schools in the provisioning of quality education in Limpopo province of South Africa.
A qualitative research methodology coupled with ontology and epistemology theories were used in a phenomenological interpretive perspective. The rationale for choosing the qualitative approach was that the subject of this research study required data on the experiences, perceptions and views of the research participants. Three research instruments of data collection were employed, namely participant observation, document analysis and interviews. Purposive sampling was chosen to select the education managers as participants who were likely to be knowledgeable about and experienced in the phenomenon under study. Focus group and individual interviews were conducted with educators, education managers, and educator union representatives.
I used content analysis method to catergorise data into themes. The findings in this study revealed that knowledge of the education policies is a pre-requisite for the implementation of such policies for quality education. It was evident that education managers have inadequate understanding of the formulation, interpretation and implementation of policies. Education managers had contrasting perceptions of education quality and divergent interpretationsof education policies. The deployment of circuit managers undermined the value of management qualifications, experience and expertise in such management posts. The absence of a policy enforcement agency and a lack of coordination within different levels of education management in the province have led to unresolved cases of misconduct and non-compliance with education policies. The researcher recommends that induction of newly appointed education managers, continuous training of the serving education managers, mentoring and monitoring of the implementation of education policies should receive priority for the provision of quality education in public schools. / Educational Leadership and Management / D. Ed. (Education Management)
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Evaluation of teacher development programmes : perspectives on professional learning communities in Siyabuswa Circuit-Mpumalanga ProvinceTshehla, Hlanyana Andries January 2022 (has links)
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The effective delivery of quality education depends, to a greater extent, on the quality of teachers. These teachers need to keep pace with the continuous growth of professional knowledge, skills and competences. This study evaluates teacher development programmes in Siyabuswa Circuit, Mpumalanga Province. Professional Learning Communities (PLC) is one of the initiatives that support and improve teacher knowledge and competences. Hence this study seeks to obtain teachers’ perspectives of the PLCs as a teacher development programme. This will probably shed more light into challenges faced by teachers in participating and benefitting from these developmental programmes. Scharmer (2009) states that when a new development unfolds, people may respond to it in two ways: they muddle through or fight back. Scharmer’s Theory U is thus reflected upon in this study as well to help explain and clarify these perspectives so that appropriate strategies can be found to improve teacher development and quality performance in turn.
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Quality assurance in South African higher education and its implementation at the University of Durban-WestvilleNgwenya, Thengamehlo Harold 06 1900 (has links)
Using the University of Durban-Westville as an illustrative case study, the study examines quality assurance policies and their implementation in the South African higher education system. The scope of the study covers a wide-ranging analysis of discourses underpinning quality assurance and a focused analysis of institutional policies. As one of its central aims, the dissertation investigates the tension between quality assurance as it is conventionally understood and quality assurance conceived as continuous organizational improvement based on the principles of total quality management.
The study has two fairly distinct dimensions: a literature survey focusing on global trends and practices, and an empirical investigation focusing on the University of Durban-Westville. The literature study looks global systems, trends and practices, and provides a suitable point of departure for a contextual analysis of quality management in the South African higher education system. Relying on a questionnaire and semi-structured interviews as research instruments, the study's empirical component investigates the attitudes and perceptions of academic managers at UDW towards national and institutional quality assurance policies and mechanisms.
The study's findings all point to a preference for a decentralised system of quality management with the government playing a peripheral monitoring role rather than a central policing role . This study also demonstrates that the distinction between academic development and quality assurance is a spurious one and should only be made for analytical purposes. / Educational Studies / M.Ed. (Educational Management)
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Linking appraisal with professional development in the integrated quality management system in South African schoolsMchunu, Hamilton Themba 06 1900 (has links)
In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors.
After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development.
In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes.
Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools. / Educational Leadership and Management / D. Ed. (Education Management)
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Effectiveness of the developmental supervision model as a tool for improving quality of teaching : perceptions of the South African primary school-based managers and educatorsMusundire, Austin 01 1900 (has links)
Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching.
A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district.
The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Management and Leadership / D. Ed. (Education Management)
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The role of developmental support groups (DSG's) in implementing integrated quality management system (IQMS) in selected secondary schools in Libode circuit 3 / The role of developmental support groups (DSG's) in implementing integrated quality management system (IQMS) in selected secondary schools in Libode circuit threeMazomba, Manalandile Abel 20 October 2013 (has links)
The purpose of this study was to examine the role played by Development Support
Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in
the secondary schools of Circuit 03 of Libode district of Eastern Cape Province.
The scope of research was restricted to three secondary schools in circuit 03. The
research methodology was qualitative in which multiple case study strategy was
employed. The sampling strategy was purposive sampling and it included principals,
educators serving in DSG and educators who have been evaluated in the previous
years. Data were collected through semi-structured interviews to get information from
principals. Questionnaires with open ended questions were used to obtain information
from educators serving in DSGs and educators who have been evaluated in the
previous years.
The findings of this study were that; the DSGs did not receive training that specifically
explained their role. Timing is a problem in evaluation of educators as it is performed in
the fourth term when educators are busy preparing for final examinations and planning
for the next coming year. The infrastructure condition cripples the performance of DSGs.
The interpretation of evaluation instruments for educators poses a challenge to DSGs.
The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use
their discretion in awarding scores.
Analysis of information received from participants indicated that the role of DSGs in
implementing IQMS could be improved with intensive training of DSGs on IQMS.
Summative evaluation of educators has to be conducted in the third term as many
activities take place in the fourth term. Learner performance has also to be a deciding
factor in awarding educator scores. Subject advisors should form part of DSGs. This
research is likely to benefit school principals, policy makers, educators and IQMS
coordinators as it provides clarity on the role of DSGs in implementing IQMS. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)
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Guidelines for improving the quality of teaching and learning in primary schools in the Erongo Region of Namibian / Guidelines for improving the quality of teaching and learning in primary schools in the Erongo Region of NamibiaMouton, Brenda Dolores 07 1900 (has links)
The aim of this study was to find ways of improving the quality of teaching and learning in the Erongo primary schools in Namibia. The study focussed on the numerous education reforms that Namibia underwent since independence in 1990 and how these have assisted in providing quality education to all its inhabitants.
The quality of the education has been a topic widely debated and the Government of Namibia’s records of attempts to create a change within the education system can be found in published documents such as: Records of attempts by the Namibian Government to improve the quality of education in the country are found in published documents such as; Ministry of Basic Education and Culture (1992a); Ministry of Education and Culture, (1992b); Ministry of Education and Culture (1993); Ministry of Basic Education and Culture (1999); Ministry of Education and Culture (2003); Government of the Republic of Namibia (1999); Government of the Republic of Namibia (2004); Government of the Republic of Namibia (2007a) and Government of the Republic of Namibia, (2007b).
In this study, the researcher looked at the inputs, processes, outputs and outcomes of education in schools, tried to define the term quality in education, and also focussed on both the human and material resources that influence education. Through this, focus was placed on the school as a unit that could provide change.
The investigation was conducted in 18 schools, randomly selected, in the Erongo region in the western part of Namibia. Initially, the researcher intended to administer two questionnaires at the 25 schools selected, but during data collections, principals at some schools indicated that their teachers were unwilling and reasons were given, as mentioned in Chapter 5 of 5.1. Therefore, the initial total of schools selected could not be met. In the 18 schools, more participants completed questionnaires than others. However, the total of 50 questionnaires was completed as envisaged. For the interviews, the researcher randomly selected twenty percent (20%) from the teachers who completed the questionnaires thus a total number of 10 teachers were selected.
The need for quality in schools is seen as a major challenge and places huge demands on educational institutions. The frameworks selected in this study are relevant because they can be applied to the understanding of the concept of quality in the education context and direct the improvement of the whole school towards educational change and assist in addressing the factors that could hamper the quality of education provided.
The study also focused on the education systems in four Sub-Saharan countries: Tanzania, Zimbabwe, Kenya and Malawi and three European countries: Germany, Belgium and Finland. These countries were selected to find ways that could assist its quest to provide quality teaching and learning in schools. The Sub-Saharan countries have shown that change has an impact on the outcomes of education, yet to reach these outcomes, many reforms and transformations need to take place. This has important implications for the education system in Namibia where various reforms and transformations are currently taking place to address the quality of education in schools. The European countries have been found to have good quality schools and their policies in education are aimed at achieving quality education. The strengths and weaknesses of the countries selected for this study could serve as essentially vital lessons to the challenges the Namibian government is still faced with in respect of the teaching and learning process.
This study used the mixed method for data collection. Both questionnaires and interviews were used and the study was conducted in the Erongo education region of Namibia. The findings of this study indicated that schools are still faced with many challenges in realising the ultimate goal of Vision 2030, whereby all citizens would receive quality education and meet the challenges of an industrialised country.
The results of the study suggested that quality human and material resources were still lacking which resulted in schools not being able to provide the quality of education envisaged by the Ministry of Education. The immense administrative work given to teachers has surfaced as one of the areas that need improvement and that could result in teachers being able to utilize sufficient time in the classrooms during teaching. As far as the material resources were concerned, it was discovered that learners, at some schools, shared desks and chairs as well as textbooks. There appears to be a slow pace with which Information, Communication and Technology is introduced and used in schools. The need for computers in schools; the need for learners to become familiar with technology; and the need for teacher training in the use of computers appeared to be a dire need. Although the clustering system of schools has being regarded as very valuable in the improvement of quality teaching and learning in classrooms, there was however a need expressed for funds to assist in transport costs to attend the meetings as schools were situated at vast distances from each other.
The study has thus arrived at the conclusion that stakeholders, namely teachers, principals and heads of departments are attempting to improve the quality of teaching and learning at their schools but are however hampered by the factors mentioned. The need for improved quality teaching and learning is a challenge at schools and support is needed from the Ministry of Education to reach the ultimate goal of the Government of the Republic of Namibia in providing quality teaching and learning to all its learners. / Educational Leadership and Management / D. Ed. (Education Management)
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The enhancement of quality education using self-assessment strategies in the Zambezi region of NamibiaMatakala, Vincent Mubiana 06 1900 (has links)
This sequential explorative mixed methods study aims to explore how selfassessment
strategies can be used to enhance quality education in schools in the
Zambezi region of Namibia. The researcher posits that teachers are key in enhancing
quality education if accorded appropriate recourses to innovate and explore the use
of self-assessment strategies in schools.
A pragmatic research approach was used to guide this sequential explorative mixed
methods study. The study sought participants’ perceptions on four sub-problems of
the study: What entails quality and quality education? How can self-assessment
strategies be linked to quality and quality education in general terms? What recourses
are available to ensure that quality education is realised by the use of self-assessment
strategies in the Zambezi region? How can self-assessment strategy models be
developed to enhance the quality of education in the Zambezi region?
Purposefully sampled school principals and heads of departments of five combined
schools participated in the study. During the first phase, face-to-face interviews were
conducted with the five participating school principals while the HoDs were engaged
in a focus group interview. The qualitative data was later used to inform the design of
the second phase of the study (quantitative). In the second phase, fifty-four teachers
completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and
Microsoft Excel to compare with the qualitative data.
This study revealed that schools have common understandings of quality and quality
education albeit defined differently. The study also revealed that external professional
support is inadequate to support teachers in continuous professional development
activities. Furthermore, the study showed that the available recourses are seldom
utilised to enhance quality education in schools. Finally, the study revealed that the
use of one type of teacher self-evaluation (TSE) deprives innovative teachers from
initiating and exploring other viable self-assessment strategies. Therefore, this study
propagates the use of alternative self-assessment strategies that can contribute
towards the enhancement of quality education in schools in the Zambezi region of
Namibia. / Educational Leadership and Management / D. Ed.
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