The purpose of this study was to explore the views of school leaders on issues and
challenges they face in implementing Performance Management System in South Central
Region of Botswana. The subjects of the study were two hundred and ninety eight school
leaders (school heads, deputy heads, head of departments and senior teachers) who were
drawn from South Central Region.
The region under study has one hundred and eighty nine schools and out of these, thirty two schools were randomly sampled. Interviews were conducted and there was a
questionnaire which was completed by the various school leaders. The questionnaire
covered three broad categories, namely: biographical aspects, demographical aspects and views on the implementation of Performance Management in their respective schools.
Four hundred and fifty questionnaires were distributed and only two hundred and ninety
eight were completed. Interviews were conducted among eleven school heads and nine
teachers and the focus was to get school leaders views on the problems encountered in the implementation of PMS. Results from respondents were analysed. Content analysis
method was used. Frequencies, percentages, tables and T-test were used in the analysis of data.
The study revealed that Performance Management assessment tools are unclear and the .
supervisor/supervisee criteria are also unclear. Since Performance Management is a new
concept, some teachers are not really sure of what they are supposed to do. There is
suspicion that teachers may be victimized in the name of PMS since some supervisors can be very subjective in their assessment of teacher performance; there is low teacher morale which could make implementation problematic; large numbers of classes make it difficult for effective teaching in schools; and lack of teaching aids and facilities hamper the
conduct of teaching in schools. Implementation of Performance Management in Botswana
is still at its infancy stage therefore it is expected that teething problems may arise.
It was found that the implementation of PMS in schools will be affected by a number of
factors. There is consensus that PMS training should be done in stages, and it should not
be rushed; there is need for support systems such as mentoring and counselling to help
during the implementation period; more workshops are needed in order for teachers to
understand this new reform; and more time is needed in order for teachers to understand
PMS and remove mistrust associated with it. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/11358 |
| Date | January 2005 |
| Creators | Seretse, Elizabeth Matlhodi |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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