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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / We are in the era where quality assurance is a prerequisite in all government institutions particularly in schools. Agreements struck between the department of education and teachers unions have gone a long way towards making teachers responsible for quality of their own work. This study investigates the challenges faced by teachers in the implementation of integrated quality Management System in Thaba Nchu high schools. According to some authors the quality of teaching and learning in South Africa is critical, thus teachers must be accountable for their performance in the classroom.

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

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Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two divisions provides a mentoring program for new teachers, and the principals in that division view the program very favorably. On the other hand, the principals in this study also expressed concerns about several aspects of evaluation. Principals' concerns focused primarily on having too little time to spend observing and subsequently meeting with new teachers as part of the evaluation process. / x, 103 leaves ; 29 cm

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This study examines the experiences of the school management teams and educators of Mayville ward schools regarding the implementation of Integrated Quality Management Systems (lQMS) policy at school level. The research was conducted as a case study in the Mayville Ward Schools in Durban, KwaZulu Natal, South Africa. This study was looking at the recently introduced educator evaluation system that is being in schools called Integrated Quality Management System (IQMS). This study also elaborates on the changes in the education history from the apartheid system to the democratic system of education. Three schools participated in the study (two secondary schools and one primary school). These schools were purposively selected using convenience and easy access, as well as, the fact that they had started implementing the IQMS policy, as the main criteria for selection. Semi-structured interviews were used to gather data from principals, heads of departments as well as post-level one educators about their experiences of IQMS implementation. The findings indicated that while the IQMS policy was good on paper but it was extremely difficult to implement. Issues of honesty and trust were at the root of the difficulties that make IQMS implementation difficult. The participants' understanding of IQMS was that it was meant for the provision of quality education and development. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

This mini-dissertation reports on a case study of teachers' perceptions of the performance appraisal system used at an independent school in the greater Durban area in Kwa-Zulu Natal. As the system was implemented at a time when appraisal was only mandatory in government schools and not in / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005.