The valuable contributions of the following individuals to making the research possible are acknowledged with sincere gratitude. The study investigates to what extent the implementation of the Integrated Quality Management System has indeed led to the delivery of quality education.
Introduction
Location of the Study
The municipality of Ugu is located in the southernmost part of the KwaZulu-Natal province. As mentioned in the previous section, schools in the coastal strip comprising the municipalities of Hibiscus Coast and Umdoni are generally better equipped and more prosperous than their equivalents in the other four inland (mainly rural) municipalities.
Motivation for the Study
- Provincial and National Information
- Regional IQMS Summits
- Need for Appraisal in the South African Context
- National Teacher Education Audit
- The President’s Education Initiative Research Project
- Report of the Ministerial Committee on Rural Education (2005)
- Observations from National and Provincial Perspectives
- Human Rights Commission on the Right to Education (2005)
Chapter One: Overview of the Empirical Study 14 .. ii) Teachers do not have training in the New Curriculum. There have been significant shifts in changing the direction of the curriculum to achieve quality education for all – the most recent being the outcomes-based education curriculum implemented in 2006.
Other Evidence on the Need to Improve Educator Performance
The reasons for this were varied, and as many of these issues are relevant to this study, they will be discussed in more detail later in the Literature Review (Chapter Three). In the same year, said Professor Jonathan Jansen, educator, academic and now Vice-Chancellor of the University of the Free State.
Development of Appraisal Systems in South African Schools
To identify and recommend solutions, the systems performance history and resultant IQMS should be reviewed. The principles and practice of the original system, known as the Development Assessment System (DAS) became law as part of the Personnel Administration Measures (PAM) document in 1999.
Performance Management Systems and IQMS
Since the expansion of South Africa's education system in the 1990s as a result of cardinal reforms, there have been concerns about quality. Problems due to poor management or lack of management of the education system as a whole;.
The Current System in South Africa
Teacher Unions
The result of these politically inspired appointments has often resulted in inappropriately qualified people - without the necessary experience - being placed in positions that require a much higher level of competence than the appointee possesses. This situation is verified by the National Skills Audit conducted by the KZN DoE (2000), which showed that the majority of employees were significantly below the expected level of competence.
In Service Teachers
Their role is strategic for the social, intellectual, moral, cultural and economic preparation of the country's youth. Teachers work in extremely complex circumstances, largely due to the insidious legacy of apartheid, but also due to the vast number of new policies that have been introduced to bring about much-needed change in education.
Statement of the Problem
IQMS is seen as a policy that is implemented consistently and equitably across all schools in the system, so that it is effective in motivating all teachers to improve their performance through professional development, which in turn improves student achievement and is able to improve relationships between employees.
Summary
Objectives of the Study
To evaluate the effect that the implementation of developmental assessment systems has on the relationships between school management teams and teaching staff; and.
Research Questions
Overview of Research Design .1 Introduction
- Sample
- Data Collection and Analysis
- Reliability
- Ethical Measures
- Demarcation of the Study
By selecting a part of the elements of the population, conclusions can be drawn about the entire population. For the analysis of the interview data, the tape recordings of the interviews will be transcribed.
Concept Clarification
Questionnaire respondents and interviewees will be fully informed of the research objectives and the voluntary nature of their participation and assured of their own and their schools' confidentiality. Coaching can also refer to teachers coaching students so that students will perform better on a measure that is used as an indicator of teacher performance.
Exposition
CHAPTER THREE: The literature study, which is the theoretical framework of the research, will be carried out. CHAPTER FIVE: The purpose of quantitative research, design of the questionnaire and questions related to the questionnaire will be discussed.
Conclusion
CHAPTER TWO: This chapter provides a legal and theoretical framework and a brief overview of the educational situation in KwaZulu-Natal. Lesson observation and the criteria that the whole-school assessment team will use to observe teachers in these classrooms will be critically reviewed as a focus of professional development.
CHAPTER TWO
LEGAL AND THEORETICAL FRAMEWORK OF THE IQMS
Introduction
However, the point is that education falls within the domain of Public Administration, therefore it is expanded in section 2.2.
Performance Management within the context of Public Administration
The above provisions of the Constitution also reflect the importance of human resource management in the transformation of both government and civil society in South Africa. Compare the ideals of the White Paper on Training and Education in the Public Sector (1997) and the key policy directive – the White Paper on Human Resource Management in the Public Sector [HRM White Paper].
Education assessment policy and legislative context
- Education White Paper, 1995
- National Education Policy Act (No.27 of 1996)
- Assessment Policy
- Further Education and Training (FET) Act (No. 98 of 1998)
- South African Qualifications Authority (SAQA) Act of 1995
- South African Schools Act 84 of 1996
- Employment of Educators Act 76 of 1998
- South African Council of Educators Act 31 of 2000
- Labour Relations Act 66 of 1995
- National Policy Framework for Teacher Development in South Africa
- National Policy on Whole-School Evaluation
- Significance of the WSE Policy
This has serious implications for the implementation of the policy and the study will examine the extent to which this has affected the process. The process used for teachers is the IQMS, which is the focus of the study.
The Concept of the Integrated Quality Management System
- Purpose of IQMS
- Guiding Principles of IQMS
- Perception of Policy Reform
- Appraisal and Professional Development
In addition, in 2007 only 3 of the 517 schools in Ugu District were included in the monitoring and evaluation programme. It is important to understand the teacher's perception of educational policy in order to understand the success or failure of the adoption and successful implementation of a policy (Datnow and Castellano, 2000).
Conceptual and Theoretical Framework for the study
- Theoretical Framework
- Political and Systems Framework
This is the theory (or philosophy) of the interpretation of literature and literary criticism. A combination of the theories described above will be included and incorporated in the subsequent discussions.
Integrated Organisation Model
- External organisation elements affecting schools i) Mission
- Internal organisational elements
The study will analyze the role of the principal in the successful implementation of GGBS in schools. ii) Output. It includes all coordination mechanisms within the organization that include the adoption and implementation of the evaluation system.
Aligning Performance Management with the Systems Model
- Performance Management
- Summary
The current government's policy is to ensure that education receives sufficient resources to correct previous unequal distributions. It is therefore in the Ministry of Education's interest to ensure that teachers effectively do what they are paid to do, namely teach.
Teacher Appraisal in the South African Context
Financial Transfers from National Government
Education in Kwa Zulu-Natal
KwaZulu-Natal in the national context
The sheer number of teachers in the province makes the implementation and monitoring of the assessment system an administrative challenge. This budgetary expenditure has important implications for service delivery as 83.3% of the KZN province's education budget allocation is spent on staff.
Conclusion
A sufficient supply of good teachers is a sine qua non for achieving the department's objectives. The implementation of the Integrated Quality Management System policy in this province is therefore experienced as more difficult to implement than in the other eight provinces.
Introduction
Purposes of and Problems of Teacher Appraisal .1 Aims of Teacher Appraisal
- General Purpose of Teacher Appraisal
- Ineffective systems are expensive
- The Uses of Appraisal
Non-standardized teacher evaluation programs, because they neither improve teachers' instructional skills nor allow for the dismissal of incompetent teachers, rob children of the achievements, when well trained, they have the potential to achieve (Peterson (2004). The perception is that the teacher The evaluation system used in South Africa , does not allow the dismissal of incompetent teachers, and the instructional skills of teachers have not improved.
Productivity improvement
Workforce planning Auditing of management talent to evaluate current workforce supply for replacement planning. This can also result in an increase in trust between manager and employee.
Evaluation Methods
- Data Collection: Lesson observation
- Evaluation as part of whole school development
- Evaluation methods
In the South African context, development occurs after the evaluation and the wisdom of this will be explored in the study. However, it is suggested that student performance should be taken into account in the process.
Unique context of teacher appraisal
It is also clear that the one planned and announced classroom observation provided for by the SATAS is insufficient to assess a teacher objectively. But there are serious drawbacks to evaluating teachers according to their students' performance, which will be discussed in the Evaluation Methods section.
Complexity of teacher appraisal
The problem seems to be that all stakeholders in the process, including parents, administrators, legislators and teachers, claim to know exactly what a good teacher is or should be. The current literature generally agrees that 'good' means 'effective'. A good teacher teaches; students learn and perform in response.
Challenges of Teacher Evaluation
- Compliance versus the Goal and Focus problem
- The Challenge of What Should be Measured
- The Valuator Expertise Challenge
- The Challenge of Hierarchy and Control
One of the main obstacles to teacher evaluation is the evaluator's experience and skills, or perceived proficiency. Often, those responsible for evaluating teachers are not sure of the rules or procedures for conducting the evaluation.
Reliability and Validity of the Teacher Appraisal System
- Criteria for Evaluation
- Effectiveness and Efficiency of Evaluation
As mentioned, formative evaluation ensures the improvement of weaknesses in the educational process. One of the main objectives of teacher assessment is to make teachers aware of their weaknesses and to provide support in overcoming these identified weaknesses.
Continuing Professional Development (CPD)
- Increasing Interest in Professional Development
- Definition of Continuing Professional Teacher Development (CPTD)
- Continuing Renewal
- Professional Growth
- Current system of teacher development
- Challenges facing the Present System
- Professional Development in the International Context
- Professional Development in South Africa
- The New Curriculum
When learning is central to the educational process, one would assume that the ongoing professional development of teachers would be a priority of both educational systems and teachers. It is clear that the ongoing professional development of teachers is important as a means of maintaining and sustaining a competent teaching profession, through which desired learning outcomes can be achieved.
Teacher Evaluation in Developing Countries
Improving schools in developing countries is an ongoing concern of the World Bank, which is now the largest single source of external financing to developing countries (World Bank, 1995). These are economies struggling to survive with extremely high levels of poverty and unemployment, so systems that work in developed countries may not work in developing countries.
Teacher Evaluation in rural areas in South Africa
- The Ministerial Committee’s Report on Rural Education, May 2005
- Infrastructure norms and standards in South Africa 2008
Many educators are considered 'migrants'. as they travel to schools from the cities, never feeling part of the community in which they teach. The physical environment of teaching and learning – that is, school infrastructure and basic services – has historically been one of the most visible indicators of unequal resource inputs.
Teacher Motivation in Tanzania
Many of the findings of the Ministerial Committee on Rural Education in South Africa are the same as those of a study carried out in Tanzania in 2005 as part of a study of eight sub-Saharan countries and four South Asian countries identified as the are considered the poorest in the world. world. As for developing countries, the factors that Heneveld and Craig identified in the mid-1990s as paramount in determining school effectiveness are likely to remain the most important.
School improvement strategies
- Statutory
- Non- Statutory
Or using interventions – such as appointing replacement principals – to turn around, or otherwise close schools that do not meet those standards or targets; and. To make schools more accountable to the local community by, for example, specifying parent and community representation on school governing boards that link school funding to performance.
Effectiveness of teachers
- Statutory
- Non-Statutory
- Attitude to evaluation (Micropolitics)
- Teacher collegiality and appraisal
- Solidarity and Collegiality
Both cooperative and conflictual actions and processes are part of the field of micropolitics.”. This brings us to the perception of the effectiveness factor, which is important if the teacher assessment is to achieve the intended goals.
Summary
Assessment means being in and around the teacher's work to catch the teacher doing something right. This means that someone, in addition to the teacher, is directly, personally and continuously responsible for the teacher's performance.”.
Introduction
Definition of developed and developing countries
Teachers in poorer developing countries cannot be expected to compete with their counterparts in First World (industrialized) countries, as their circumstances differ greatly. The Global Competitiveness Report by the World Economic Forum published in June 2009 clearly states that an important characteristic of the Global Competitiveness Index (GCI) is that it explicitly takes into account the fact that countries around the world are at different levels of economic development. .
The link between quality education and sustained economic growth
Global competitiveness also requires that African secondary education and training must greatly improve the quality of secondary school graduates. The EFA Global Monitoring Report 2009 agrees with this view that international standardized tests provide a good indicator of the quality of education worldwide.
Teachers and quality education in Sub-Saharan and other developing nations
- Inadequate education budgets
- Lack of schools
- Inadequate equipment provisioning
- Shortage of qualified teachers
- Poor working conditions for teachers
- Low quality teaching
- Cost of attending school
- Discrimination against girls
- Child labour
- Armed conflict
- Defining essential basic requirements for quality education
- Input-output education production functions
Poor conditions in Africa's primary schools in general are also widespread in secondary education and training institutions – one of the key ingredients for national economic growth. This has led to the perception that teachers in lower-income developing countries (LIDCs) generally perform at a lower level than their counterparts in more developed countries around the world.
Policy reforms to improve teacher performance in developing countries
The study also focuses on four groups of factors: the state of affairs regarding teachers' terms of employment; their position as educators in the system; the level of association and cooperation with the local community; and to what extent they can participate in the design of education policy. In addition, the general deterioration of support services received from national, regional and district levels, and the belief that as a body they have very little authority in the formulation of policy that directly affects them, has reinforced widespread disillusionment among educators.
Definition of quality education
Relatively simple processes such as receiving salaries on time, adequate housing or accommodation of staff, and not providing students with sufficient learning material, have strongly contributed to the negative mental state of teachers in these countries. The general categories of factors required to produce this—such as community involvement, supervisory support, books, skilled teachers, an organized curriculum, effective teaching methods, and sound assessments—are addressed in the following section in a taxonomy of conditions of required for effective learning and teaching.
Heneveld’s Taxonomy – enabling conditions and supporting inputs
- Effective Support from the Education System
- Enabling Conditions: Effective Leadership
- Enabling Conditions: A Capable Teaching Force
- Supporting Inputs: Adequate Material Support
The headteacher and school management team regularly visit classrooms and hold development conferences with teachers. The headteacher and school management team regularly assess and review teachers and their curriculum programmes.
Prerequisites for and purpose of successful education
- Learner motivation
- Teacher motivation and ability
- Content of education must be relevant
- Common (standardized) content and standards
- National quality standards in education
- Health and production competency
Successful education fundamentally depends on the teacher's capacity to organize teaching and present knowledge and skills. This is because it is the actual performance of educational institutions that will ultimately determine learning.
Exploring international best practice
- Best performing school systems
Particularly relevant to the focus of the study is the finding that there is a need for differentiated support for students and teachers. Once again, it is pointed out that IQMS does not have the capacity to remove teachers, but perhaps that should be part of the purpose of the assessment system in use in South Africa.
Education Policy in the European Union
- Teacher development in the European Union
Many commissions have been established to improve the quality of teacher education in Europe, some of which are listed in the next section. The quality of teaching is one of the key factors in deciding whether the European Union can increase its competitiveness in a globalized world.
Challenges of implementing EU education principles in developing countries
The new technology referred to in the above paragraph is particularly difficult to introduce into systems in the Third World in light of the infrastructure and general lack of resources in these countries. Despite all the good intentions of the European Union and their efforts and policy formulation in relation to teacher development, investment in the ongoing training and development of the teaching workforce across the European Union is low and the amount of in-service training available to practicing teachers is limited.
Teacher competences and qualifications in the European Union
- A well-qualified profession
- A profession of lifelong learners
- A mobile profession
- A profession based on partnership
Regarding new teachers, only half of the countries in Europe offer new teachers any systematic support (eg induction, training, mentoring) in their first year of teaching. As the challenges facing the teaching profession are essentially common throughout the European Union, it is possible to arrive at a common analysis of the issues and a common vision of the kind of skills that teachers require.
Challenges to the EFA Millennium Development Goals
- Teacher competence and continuing professional training and development
- Teacher Deployment and Rural Schools
- Professional conduct of teachers
- Education Support Systems
- Politicisation
- Accountability to clients and school management
- Secondary Employment
- Educator Incentives and sanctions
There is a realization that teachers are not held in the esteem that they should be. The concept of accountability for teachers in the education system relates to the clients who are parents and children and their leaders – such as their school principals and other guidance counselors.
Global investment in education
Qian quotes some excerpts from recent reports published in the Indian press, where the education system has been put in the spotlight:. The former opposition, now Labor Party in Australia issued a publication in January 2007 entitled "The Australian Economy Needs an Education Revolution".
World educational rankings
The World Economic Forum Competitiveness Report 2009, another respected publication released results that were surprising to many of the more developed nations. Their findings were grouped according to (among other things) quality of mathematics and science education, in addition to the overall evaluation of the education system in each country.
Conclusion
