Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: Evaluation is seen as one of the key elements to enhance the teaching skills and
subject knowledge of teachers, thereby facilitating effective and quality teaching and
learning. One way of ensuring that this becomes a reality at South African schools is
the introduction of an evaluation policy, namely the Integrated Quality Management
System, as contained in the document Integrated Quality Management System
(IQMS), Collective Agreement Number 8 of 2003 of the Education Labour Relations
Council. This research was conducted against the backdrop of IQMS implementation
in South African schools since 2005, and explored answers to the following
questions: How do teachers experience the implementation of the IQMS (a form of
evaluation)? To what extent does the IQMS contribute to the support, development
and growth of teachers? Has the implementation of the IQMS had any positive
impact on the quality of teaching and learning in schools?
The data for the research were collected in 39 schools in Paarl and surrounding
areas. The findings of the research study are based on a quantitative (questionnaire)
investigation in the framework of an interpretive and positivistic paradigm.
The results of the research showed that a significant number of teachers experience
the goal and implementation of the IQMS as problematic. This leads to the
conclusion that the implementation of the policy has not necessarily contributed to a
fundamental improvement in the quality of teaching and learning in the participating
schools. This conclusion is also based on the lack of meaningful and ongoing support
and assistance that respondents receive before and after the evaluation process.
The findings of this study correspond with those of international studies on the same
topic, and indicate that teachers face universal problems, particularly with regard to
the implementation of evaluation policies. This study could contribute to further
research on the topic. / AFRIKAANSE OPSOMMING: Evaluering word as een van die kernelemente beskou om onderwysers se
onderrigvaardighede en vakkennis te verbeter, en sodoende doeltreffende en goeie
onderrig en leer in die hand te werk. Een manier om toe te sien dat dít in Suid-
Afrikaanse skole werklikheid word, is die instelling van evalueringsbeleid, oftewel
die Geïntegreerde Gehaltebestuurstelsel (GGBS), soos dit in die dokument
Integrated Quality Management System (IQMS), Collective Agreement Number 8 of
2003 van die Raad op Arbeidsverhoudinge in die Onderwys vervat word. Hierdie
studie is teen die agtergrond van GGBS-inwerkingstelling in Suid-Afrikaanse skole
sedert 2005 onderneem, en soek na antwoorde op die volgende vrae: Hoe ervaar
onderwysers die inwerkingstelling van die GGBS ( vorm van evaluering)? In watter
mate dra die GGBS by tot die ondersteuning, ontwikkeling en groei van
onderwysers? Het die inwerkingstelling van die GGBS enige positiewe invloed op die
gehalte van onderrig en leer in skole?
Die data vir die navorsing is in 39 skole in die Paarl en omgewing ingesamel. Die
bevindings van die navorsingstudie is gegrond op kwantitatiewe (vraelys-)
ondersoek in vertolkende en positivistiese paradigma.
Die navorsingsresultate toon dat beduidende aantal onderwysers die doel en
inwerkingstelling van die GGBS as problematies ervaar. Dít lei tot die gevolgtrekking
dat die inwerkingstelling van die beleid nie noodwendig tot grondliggende
verbetering in die gehalte van onderrig en leer in die deelnemerskole gelei het nie.
Dié gevolgtrekking berus ook op die gebrek aan sinvolle en deurlopende
ondersteuning en hulp wat die respondente voor en ná die evalueringsproses
ontvang.
Die bevindings van hierdie studie stem ooreen met dié van internasionale studies oor
dieselfde onderwerp, en toon dat onderwysers, bepaald wat die inwerkingstelling van
evalueringsbeleid betref, met universele probleme te kampe het. Hierdie studie kan
tot verdere navorsing oor die onderwerp bydra.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/5278 |
| Date | 12 1900 |
| Creators | Sass, Jan Johannes |
| Contributors | Heystek, Jan, University of Stellenbosch. Faculty of Education. Department of Education Policy Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | xi, 148 p. : ill. |
| Rights | University of Stellenbosch |
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