ELET officials were encouraged to publish the work of these educators and they (ELET officials) also interviewed students who were exposed to the writing of the communicative assessment approach. One of the challenges facing the new government was addressing changes in the field of education.
Statement of Purpose
It primarily explores the views of school management teams and post-level 1 teachers regarding their experiences of IQMS implementation.
Background to the study
The Heads of Department (HODs) are supposed to be part of the Development Support Group (DSG) panels in schools. The HODs, as part of the School Management Team, also participate in the Staff Development Team (SDT).
Significance of the study
I am a school principal and as such am one of the recipients of these policies and I have noticed that there are a number of shortcomings in the implementation of the GGBS policy. After each evaluation session, the SDT collects information collected by the DSG, identifies development areas of the assessed staff member.
Critical questions
Lay out of the study
The fourth chapter presents the data produced as well as some initial data analysis. This chapter presents, discusses and analyzes the findings emerging from the data and also provides recommendations.
Conclusion
Introduction
The Concept Quality
Nelson and Quick (2000) further argue that if the answer to the policy idea posed above is affirmative, it will mean that the idea should be implemented and that it qualifies to improve overall quality. Briefly, Nelson and Quick's (2000) argument is that if the proposed policy idea will meet customer satisfaction and also if the idea will improve outcomes, then it will be implemented.
Participative decision-making
Nelson and Quick (2000) further argue that the decision-making process involves identifying problems, generating alternatives, selecting solutions from the generated alternatives and evaluating the results. Research conducted by Nelson and Quick (2000) showed that participative decision making is an effective approach in a productive organization.
Quality of Work Life Theory (QWL)
Quality of Work Life Theory and the IQMS
The link between quality of work life and IQMS is not direct. In this triangle, QWL theory provides a theoretical framework for understanding both TQM in industry and IQMS in education.
Collective Fingers Theory (CFT)
Five Collective Essence of Ubuntu
Dignity comes second and is therefore expected in the IQMS collective agreement. The third is solidarity, and this value in the theory of collective fingers is represented by the middle.
Collective Fingers Theory – expectations and experiences
It is one of the essences used by trade unions and is called the spirit of solidarity. The stages do not form different worlds of individual culture and organizational culture.
Collective Fingers Theory and understanding IQMS study
Research conducted in the field
The South African context
The findings of this study helped me understand that when educators understand the purpose of a policy, they implement it. It was found that the quality does not significantly depend on the material situation of the school.
International Context
Mexican Context
The purpose of this study was to prepare for the signing of the national agreement and for the modernization of basic education to respond to the teacher's professional development and performance and incentives. Teacher's pedagogical behavior, efforts and performance in the classroom are of great importance when grading learning achievement.
The United States Context
Although merit pay systems have been implemented in many school districts across the United States, there is little empirical evidence of their impact on student achievement. One of them is merit pay, which is considered an incentive to maintain quality teaching and learning in schools.
Conclusion
Introduction
Research Design
A holistic view tries to understand phenomena as a whole in an effort to understand the person, program or situation. An inductive approach is where you start with specific observations and move towards developing general patterns that emerge from the study. A naturalistic inquiry simply means that kind of inquiry which aims at understanding phenomena in their natural states.
I needed to understand the perspectives of principals, HODs as well as first level teachers not only on how they understood the IQMS policy, but I also wanted to understand how these participants implemented the IQMS policy. To understand how principals, HODs and educators bring meaning to IQMS processes, a qualitative research approach within the interpretive paradigm was used. The interpretive approach believes that the purpose of science is to remain steadfast to the goal of taking it toward reality or multiple realities even if we may never reach that goal.
I conducted individual interviews with each participant during periods agreed between me and the participants. That meeting gave them the opportunity to confirm or recommend the removal of certain information that they felt was damaging and that they did not want to be kept as part of the interview transcript.
Selections of participants
My first meeting with the participants was twofold; first was to introduce the study and obtain their informed consent. The second session involved the actual individual interviews, and the third session was when I gave each of the participants copies of the interview transcriptions to comment on my analysis and interpretation of what they had told me.
Target population
Participants
Data elicitation procedures
Recording interview
Data analysis
Ethical Issues .1 Informed consent
Voluntary participation
Confidentiality
Anonymity
Limitations of the study
Conclusion
Introduction
The context of School-A
After the democratic elections of 1994, the school became part of one education department. The school later benefited from some of the transformation initiatives that followed the 1994 national elections. Now the school is one of the highly respected schools in the region when it comes to teacher and student performance.
The management of the school are mostly men and they are between forty-five and fifty-five years old. The HOD who participated in the study is also a male between the ages of forty-five and fifty. For example, the school has administrative offices, a washroom, sufficient space for classrooms and teaching and learning facilities such as furniture, photocopiers, photocopiers, computers, sufficient books and office supplies.
According to the principal, the school achieved good matric results ranging between 80 percent and 100 percent. He also claimed that the school maintained good matric results even in the new dispensation.
The context of School-B
The context of School-C
The emerging themes from the data
The question of whether the implementation of the IQMS takes a lot of time was also expressed by teachers. In this study, many participants felt that teachers were not involved in formulating the IQMS policy. When the scores are inflated, it is clear that the purpose of the policy was not achieved.
It is in that context that the management of the three schools consider the GGBS policy as some changes in their schools. The discussion in the previous paragraphs paints a negative picture about the GGBS policy in terms of its implementation. However, the same participants said that the GGBS policy is for quality and development in schools.
Other participants demanded quality out of the IQMS policy, although it was not clear how such quality should be sought. This aspect of the theme points to the very first theme, which indicated that the IQMS policy was good on paper but difficult to implement.
Conclusion
Many participants are very clear on this aspect that professional development should be the most important outcome of the policy. IQMS is more than a visit to a teacher in the classroom; it is also about the holistic development of the school. The purpose of IQMS is to identify areas of development needs and develop them” [SA-Ed].
Introduction
Research questions re-stated
The educator from School A, for example, faulted the notion of using peers as part of the process. The IQMS policy is based on the collective agreement between the Department of Education as the employer and the teachers' union as the employee representatives. So the idea of the collective in the IQMS process is very prominent in the sense of how the IQMS is expected to unfold.
From the educators' perspective, the implementation of IQMS has been 'a revelation' and a 'self-discovery' in relation to teaching. One of the most common views was that IQMS can work better if employees can work as a team. This is part of the thinking suggested by participants to improve IQMS implementation.
In the five stages of the Collective Theory of Fingers, the stage of teacher union involvement is rated as number two in the theme of survival. This is during the 'bosberaad' where a foreigner has to be part of the teachers' union.
Conclusion
In one of the studies conducted in South Africa which is included in this study, communication within the schools was assessed as poor with a special reference to principals. Principals as professional teachers: implications for the management of rural secondary schools during transition, Unpublished PhD thesis, University of KwaZulu-Natal, Durban. Teachers inflate colleagues' ratings to secure pay raises. 1989), Lessons from South Africa A New Perspective on Public Policy and Productivity, New York: Harper and Row.
Teacher evaluation compared with specific reference to policy and practice, Unpublished PhD Thesis, University of Natal, Durban. Public enterprise restructuring in East Africa: the human resource management dimension, New Approaches to Employee Management, Vol.3 Employee Management in Developing Countries, JAI Press, Greenwich, CT, pp.35-66. Towards a model of HRM in Africa, Human Resource Management in Africa Research in Personnel and Human Resource Management, JAI Press, Greenwich, CT, pp.259-78.
The need for an Afrocentric approach to management, In Christie, P., Lessem, R., & Mbigi, L. Eds), Management, Knowledge Resources, Johannesburg, pp.41-76. Distributive and procedural justice as predictors of satisfaction with personal and organizational outcomes, Academy of Management Journal, Vol 35 pp.626-37. Organizational Communication: Challenges of Change, Diversity, and Continuity, New York: Library of Congress Cataloging in Publication Records.
Ubuntu means to SAA What putting people first means to BA, Human Resource Management, pp 18-19.
