With the introduction of an integrated quality management system in the schools, the Ministry of Education sought to provide a framework to ensure that every educator contributes to the effectiveness of the school system's purpose as an organization (Bisschoff & Mathye, 2009). The refusal of teachers and teacher unions to cooperate with inspectors and subject advisors in evaluating teachers in schools contributed to a further decline in the culture of teaching and learning (Middlewood, 1997).
Purpose of the Study
In 2003, the DoE and teachers' unions reached an agreement on the ELRC (Resolution 8 of 2003) to integrate existing programs for quality management in education. The quality management that was put in place was called the Integrated Quality Management System (IQMS).
Statement of the Problem
The effectiveness of educators cannot be overemphasized in achieving the delivery of quality and effective education. Some studies have shown that the key to higher achieving learners is the effectiveness of their educator (Mathers, Olivia & Laine 2008; The New Teacher Project, 2010; Jensen & Reichl, 2011).
Critical Questions
The Integrated Quality Management System (IGMS) is a quality and performance management system with three objectives: firstly, evaluation for individual development and empowerment, secondly, effectively measuring educator performance and promoting accountability and, thirdly, leading to improvement in the overall effectiveness of the school. The question that is in the minds of stakeholders is that these purposes can work harmoniously with each other without any conflict of interest.
Value and Relevance of the Study
The three schools selected for the research were based on the best grade 12 exam results. The best exam results are considered the criterion for judging the school as excellent.
Organisation of the Study
However, the view of labeling schools as excellent based on results is questionable because not only is it believed that grade 12 results make the school effective, but there are many more things that cannot be measured alone. and quantified in terms of Grade 12 outcomes. Gray (2004) stated in this regard: “Examination results are a measure of academic learning, but do not paint the whole picture of a school's academic effectiveness, and also little information about other results.”.
Conclusion
This chapter focuses on a conceptual framework and a review of national and international literature on performance management challenges in school effectiveness using an integrated quality management system as a tool.
Performance Management and Performance Appraisal
The author argues that performance management must be effective and relevant to the organization or institution. This suggests that 360-degree performance management can be gained from anyone who interacts with the organization or the employee.
Conceptual Framework
Recently, performance management has adopted a more systematic approach by integrating with other planning and management systems. Performance management became a process through which all managers and staff look at the performance of individuals and teams in the context of the organization's objectives.
Performance Appraisal System in Education
On the other hand, it is difficult to correctly implement the teacher evaluation system, which is not well planned. The teacher evaluation system must be well planned and well implemented in order to result in the necessary professional development outcomes.
Assumptions Held about Teacher Appraisal
Teacher evaluation should involve all stakeholders and those involved should be trained to understand and guide the process. The instruments used in teacher evaluation should include appropriate criteria to assess the nature and level of work performed.
Teacher Appraisal: The Critique
Educators must be informed about all aspects of teacher evaluation process, so that they can take the initiative to carry out the evaluation process. However, in practice, teacher evaluation has not been very effective in achieving the improvement of effective quality education.
Integrated Quality Management System (IQMS)
To give stakeholders a clear direction for their functions, ELRC (2003) outlines the purpose of each of the three integrated systems as follows: . a) The purpose of Departmental Assessment (DA) is to assess the individual educators in a transparent manner with a view to determining areas of strength and weakness and preparing a suitable program for individual development. The information gathered during this process is essential for the Staff Development Team (SDT) to plan for school improvement. b) The purpose of performance measurement (PM) is to evaluate individual teachers for salary development, grade progression, confirmation of probationary appointments and rewards and incentives for good performance. PM takes place at the end of the year when there is an assumption that the development happened during the year.
Implementation Process of IQMS
This is done so that the SDT can enjoy the trust of the staff (Khumalo, 2008). The law clearly stipulates that the term of office of SDT members is 3 years.
IQMS Structures and their Responsibilities
DSG should be selected based on expertise related to the needs of the educator. The DSG must consider adjusting the educator's points in the event that the educator has requested help or assistance.
Challenges Facing Administering of IQMS
Therefore, the implementation of IQMS is contrary to the provision of quality and effective education. The busiest schedule of the principal does not allow the principal enough time to interact with the IQMS results and process.
Conclusion
Biputh (2008) argues that there is unannounced form of resistance by some educators that needs to be evaluated. The unannounced form of resistance from educators to be evaluated may be caused by the incorrect application of GGBS or lack of full understanding of GGBS processes.
Research Design
In the previous chapter, I reviewed a wide range of literature (both national and international) on the challenges of performance management on school effectiveness. It is based on the above assumptions that I placed this study on the interpretive paradigm to have a deep understanding of the challenges of performance management on school effectiveness.
Research Methodology
A research approach not only informs the research design, but gives the researcher an opportunity to critically consider how each of the different approaches may contribute to or limit the study. The decision to adopt and use this approach was due to the nature of the research and the type of data collected.
Qualitative Approach
This is because the quality and value of any research is largely dependent on the extent to which the researcher has clearly articulated his/her methodology. Therefore, considering the importance of research methodology to any study, this section outlines and justifies the selected methodological design of the current study.
Case Study Approach
I felt that a qualitative case study was relevant in explaining the phenomenon of the three secondary schools practicing performance management through an integrated quality management system (IQMS). I chose a case study because of the interest in an in-depth investigation of the challenges of performance management on school effectiveness.
Research Instrument
Nworgu (2006) argues that case study research uses a variety of data collection techniques such as questionnaire, observation, interview, test, among others. In this study, the case under investigation in this case study is the challenges encountered in schools while administering performance management.
Interview Guide
According to Teddlie and Yu (2007), purposive sampling involves a trade-off: It provides greater depth to the study than probability sampling. Perhaps it is on this premise that Teddlie and Yu (2007) argue that in purposive sampling researchers use their own judgment about which participants to select, and they select only those who best meet the purpose of their studies.
Sample Size Table 3
The reason for the use of purposive sampling was based on the rich knowledge that the sampled population had about the topic under study. Most of the schools could be considered as the disadvantaged schools due to lack of access to essential social facilities.
Research Sites Table 4
The road is not asphalted and the school cannot be reached during rain due to the nature of the topography in which the school is located. The school is stretched to its capacity, having been built for about 400 students.
Securing Appointment and Administering of Interviews with my Participants
The school has minimal teaching resources, despite this the school normally experiences irregular supply of piped water. In School-B I experienced disturbances from learners moving in and out of the room, but at the end I conducted the interview with all my participants from school B.
Conclusion
Hancock (1998) states that interviewers have the choice of taking notes of responses during the interview or of recording the interview on tape. I recorded the interview on a cell phone to ensure that the entire interview is captured and that the discussions flow smoothly and with minimal distractions.
Presentation of the Participants
Data were collected from the interviews with six heads of departments (HODs) and twelve teachers from three secondary schools. To ensure and maintain anonymity and confidentiality, the 3 schools are presented as follows: The first school is presented as School-A.
Content Analysis Technique
- Frequency of the meetings
- The roles played by educators in the meetings
- The roles played by HODs in the meetings
- The feelings of educators about professional support they received from their HODs
- The utilisation of professional support by educators
- The contribution of professional support by HODs in the way educators teach
- The effect of professional support in grade 12 in 2010
- Challenges of performance management
Both the HODs and the educators pointed out that the educators presented reports and feedback at the meetings. Absenteeism from both teachers and students also impacted negatively on the support that the HODs gave to the teachers.
Chapters Overview
The stated rationale for locating this research within the interpretivist paradigm was to understand and interpret a specific context as it is rather than to generalize or replicate the study. It was discussed that one of the challenges in understanding qualitative research is the overwhelming variety of approaches to research.
Recommendations
Training or capacity building should be provided for HODs so that they will be able to provide professional support for the educators effectively. Duty loads for departmental departments should be reduced at least from 85% to 65% so that heads of departments can have time to do justice in providing professional support to educators.
Topics for further Research
The benefits of performance management should be explored as well as the benefits of managing IQMS. There is a need to investigate unannounced forms of resistance among some educators in order to be evaluated (Biputh, 2008).
Conclusion
The role of DOE in monitoring the effective implementation of IQMS in schools needs to be explored. Finally, the commitment of other educators and students presented challenges to the implementation of professional support received from HODs.
Research on the implementation of the developmental assessment system in primary schools at the Ministry of Education and Culture. Do you think that the professional support you received from your supervisor made a positive contribution to your teaching style?
