Evaluation of the impact of the Integrated Quality Management System (IQMS) in the Province of the Eastern Cape: the case of selected schools in the Mdantsane area (2008 to 2011)
- Authors: Mbulawa, Zukiswa
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11635 , http://hdl.handle.net/10353/560 , Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Description: The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
- Full Text:
- Authors: Mbulawa, Zukiswa
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11635 , http://hdl.handle.net/10353/560 , Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Description: The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
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Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
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