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Assessment of the implementation of teacher performance appraisal system in Zimbabwe: a study of 12 selected primary schools in Bulawayo Metropolitan Province

- Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083

Authors: Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083
Date: 2012-01
Subjects: Education, Elementary , Performance standards , School management and organization
Language: English
Type: text
Identifier: http://hdl.handle.net/10353/25249 , vital:64108
Description: The massive campaign by Zimbabwe to educate all children was achieved through the education for all policy. When quantity had been achieved more focus was on quality issues. The quality concerns coincided with market-based developments which compelled Zimbabwe to adopt change reforms such as the teacher performance appraisal, one of which focused on quality teaching strategies that would enhance learners’ quality academic achievement. Nevertheless since its inception in 1996 and subsequent implementation in 2000, teachers through their unions have challenged the use of the appraisal which quantifies the teacher’s work, alleging their work cannot be atomized into separate elements to be measured, weighed and then ticked off. The contention highlighted above prompted the need for a research to be carried out which sought to assess: How is the performance appraisal system being implemented in the primary schools? A mixed methods design which is located in the postpositivist paradigm which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding, interpreted through the social and cultural context of the respondent’s lives. Educators resisted the imported system alleging it was imposed on them without adaptation to local environment. Lack of pilot-testing of the system, lack of proper training and lack of a meaningful reward system perverted the system to a mere ritual that frustrated implementers who found it difficult to use it in their daily work. The study recommends the following: That the educators be incorporated in designing an appraisal system that encompasses the whole teacher’s work package which is geared towards teaching the whole child. That there be a more efficient and sustainable reward system. That the system be interwoven into supervisory mechanisms so that there is no demarcation between the appraisal and daily supervision. , Thesis (PhD) -- Faculty of Education, 2012
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Challenges in the implementation of affirmative action policy at a municipality

- Baqo, Zukelwa

Authors: Baqo, Zukelwa
Date: 2012-01
Subjects: Affirmative action programs -- Law and legislation -- South Africa , Affirmative action programs -- Government policy -- South Africa
Language: English
Type: Master's Thesis , text
Identifier: http://hdl.handle.net/10353/26368 , vital:65295
Description: A survey of 50 employees was conducted to identify challenges in the implementation of affirmative action, as well as intervention that have been implemented to escalate its implementation at Nkonkobe Municipality in the Eastern Cape. A closed questionnaire containing 26 items was used to collect date form respondents. The results of the study were analysed and interpreted using descriptive statistics and inferential statistics, that is, Chi square test to measure association between demographic responses to each of the variables. Results indicated that lack of top management commitment to transformation, poor perception about affirmative action by managers about affirmative action, failure to link affirmative action to business strategy and poor representation of relevant stakeholders in the Employment Equity committee, are the fundamental factors that contribute to the sluggish implementation of affirmative action at Nkonkobe Municipality. Findings also revealed that successful implementation of affirmative action also depend on capacitating managers with the skills necessary to implement plans effectively, commitment of top management to making transformation a strategies priority, as well as investment in training and development is necessary to assist beneficiaries to catch up with those employees that have has a better education. , Thesis (MCom) -- Faculty of Management and Commerce, 2012
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