If IQMS is used for the latter purpose, it would inevitably lead to an improvement in the quality of teaching and learning. I am grateful to the Creator of the Universe for giving me the courage, strength and wisdom to complete this study.
LIST OF ABBREVIATIONS AND ACRONYMNS
INTRODUCTION
What needs to be critically explained is the impact of the global neoliberal restructuring of education in South Africa and the rest of the international community, which many see as inevitable. One of the main aspects to be examined in this study is the notion of "professional development" as a counterweight to the idea of.
BACKGROUND TO THE STUDY
Section C: This consists of the instrument to be used for performance measurement, development evaluation and whole school evaluation. The purpose of Whole School Evaluation (WSE), the third component of the GGBS, is to evaluate the overall effectiveness of the school – including the support provided by the District, school management, infrastructure and learning resources, as well as the quality of teaching and learning (IQMS Collective Agreement 8 of 2003).
STATEMENT OF THE PROBLEM
If IQMS is intended as a quality and performance management strategy, this would mean that all three programs should be management focused. This introductory chapter examines the dual status and role of IQMS as a performance management strategy that promotes accountability and as a means of enabling continuous professional development.
CENTRAL ISSUES TO BE EXAMINED
The core of CMS lies in its skepticism about the prevailing forms of governance and the social injustices they reproduce. The Civil Service Review presents a bleak thumbnail sketch of the quality of education in developing countries.
CRITICAL QUESTIONS
However, the governments of these countries have been praised for prioritizing the rehabilitation of schools and taking active steps to elevate the status of the teaching profession – with varying degrees of success. The answers to the critical questions are based on the perspectives of a number of stakeholders.
RATIONALE FOR THIS STUDY
This begs the question: are we ready for a sophisticated quality management system like IQMS, taking into account our contextual reality. This is a critical and political study that views IQMS as an interventionist ideology aimed at promoting accountability.
THEORITICAL AND ANALYTICAL FRAMEWORK
Performance measurement is one of the IQMS processes that uses performance measures and performance standards and makes clear statements and objectives about what is required. Information about the work done in the organization is provided by "selective objectification of performance" known as.
DEFINITION OF TERMS
This is a summative evaluation and is linked to payment or degree progression in the GGBS. Ideas of quality management originated in industry and are now used in schools.
REVIEW OF LITERATURE
This PhD thesis will therefore be one of the first of its kind and will hopefully fill research gaps as well as provide a critical assessment of IQMS policy. Teacher evaluation is effectively reviewed and revised in the latest book on teacher evaluation, Teacher Evaluation and.
OUTLINE OF CHAPTERS
Chapter two undertakes a critical evaluation of the various issues that are the focus of this study. Chapter Five is the last chapter and it summarizes the main findings and conclusions of this study.
LITERATURE REVIEW
- INTRODUCTION
- GLOBALIZATION
- THEORITCAL AND ANALYTICAL FRAMEWORK
- NEW MANAGERIALISM
- THE PARADIGM SHIFT TO NEW PUBLIC MANAGEMENT
- NEW MANAGERIALISM AND NPM IN EDUCATION
- CRITICAL MANAGEMENT STUDIES
- ACCOUNTABILITY, PROFESSIONAL DEVELOPMENT AND TEACHER PROFESSIONALISM
- ACCOUNTABILITY IN EDUCATION
- PROFESSIONAL DEVELOPMENT
Neoliberals believe that “the public sector is inefficient and ineffective and that it is time to let market principles work” (Turner & Hulme 1997: 18). IQMS is a standards-based reform that focuses on the effectiveness of a school and the competence of its staff.
WHO IS RESPONSIBLE?
However, looking at this abstract form of the accountability model, it should be remembered that different types of accountability expectations can generate different findings and even different follow-up expectations even if the same data are used. Professional development includes all types of facilitated learning opportunities, ranging from tertiary degrees to formal courses.
RELEVANT LIMITING
CONSEQUENCES (rewards /
USAGE
EVALUATION
ACCOUNTABILITY VERSUS PROFESSIONAL DEVELOPMENT A contentious issue that has attracted much debate is whether performance management
From the requirement for an account, it follows that procedures must be put in place to ensure that these requirements are met. In other words, is the managerial model acceptable on ethical grounds, and if it is not acceptable, then it should be replaced by one built on the educational ideal.
TEACHER PROFESSIONALISM
This undermines the educational authority of teachers, as well as the value of education itself. SACE has three main responsibilities, namely: the professional development of teachers, the registration of teachers and the regulation of teachers by enforcing a code of practice.
QUALITY AND PERFORMANCE MANAGEMENT IN EDUCATION
- PERFORMANACE MANAGEMENT WITHIN THE HUMAN RESOURCE MANAGEMENT PARADIGM
- PERSPECTIVES ON PERFORMANCE MANAGEMENT AND TEACHER EVALUATION
Related to the definition of performance evaluation is the theme of the nature of performance. The school will benefit from the process – the assessment process also makes the teacher's problem the assessor's problem, and by being aware of that, it puts the assessor in a better position to advise, assist and support.
TEACHER EVALUATION IN THE INTERNATIONAL ARENA
After the inspection, feedback is given to each teacher, to the head teacher and to the school board. A detailed inspection report is provided to the school with a summary report to each school for all parents. Teacher performance and its management has been translated into practice for New Zealand teachers by two autonomous bodies in the state.
The teacher's performance in the position should be assessed against performance criteria and expected outcomes set out in the performance agreement. Examining the framework for managing teacher performance in Britain and New Zealand, a number of issues emerge that could also apply to other countries using similar models for managing teacher performance. It is clear that a narrow, utilitarian approach to accountability drives the management of teacher performance.
The other point is that principals and/or senior staff are the managers of the assessment process while teachers have become the providers of the specified services and it is the responsibility of the former to monitor the latter.
THE SOUTH AFRICAN CONTEXT: THE IQMS
- POLICY ANALYSIS
- HISTORICAL BACKGROUND
- PURPOSES OF THE IQMS
- DETERMINING EDUCATOR EFFECTIVENESS
IQMS appears to have discrete steps where accountability appears to come lower in the ranking according to the above purpose of IQMS. IQMS is an integrated quality management system consisting of three programs aimed at improving and monitoring the performance of the education system. The IQMS has come to be seen as a mechanism for determining teacher effectiveness.9 The discussion below focuses on this claim and questions whether the IQMS support mechanisms have become merely an add-on.
For example, the first criterion 'learning space' under the heading 'positive learning climate' is delineated by four descriptors varying from Unacceptable to Excellent. 10 A full explanation of the processes of the IQMS policy and WSE is provided in Appendix G. The paradigm used in the IQMS appears to be educator-centred with its focus on what the educator must do.
The GGBS document goes into great detail regarding the implementation of the evaluation tools.
CONCLUSION
It would be a shame if the IQMS document is used to check the work of teachers when they follow the outlined procedures. Another factor that can cripple development aspects of IQMS is the lack of capacity throughout the education system, including regional staff, district staff and staff in schools.13 If authority figures themselves lack skills, what skills and knowledge will they impart to others.
RESEARCH DESIGN AND METHODOLOGY
- INTRODUCTION
- EDUCATIONAL ENQUIRY
- THEORITCAL AND ANALYTICAL FRAMEWORK AND DATA ANALYSIS
- CRITICAL THEORY
- METHODOLOGICAL APPROACH
- THE QUESTIONNAIRE
- CONSTRUCTION AND DESIGN OF THE QUESTIONNAIRE
- MEASUREMENT
- PRE-TESTING AND VALIDATION OF THE QUESTIONNAIRE The IQMS has a jargon of its own therefore the researcher had to take systematic
- SAMPLING FRAMEWORK
- DEFINING THE POPULATION
- DRAWING THE SAMPLE
- ADMINISTERING THE QUESTIONNAIRE AND SECURING PERMISSION
- ANALYSIS OF DATA
- INTERVIEWS
- RATIONALE FOR THE USE OF INTERVIEWS
- INTERVIEW INFORMANTS
- SELECTION OF INFORMANTS
- NATURE OF INTERVIEWS
- TRAILING OF INTERVIEW QUESTIONS
- ETHICAL CONSIDERATIONS
- ANALYSIS OF INTERVIEW DATA
- CONCLUSION
It is the application and combination of several research methods in the study of the same phenomenon. This questionnaire aims to investigate the perceptions of educators involved in the process of IQMS and obtain their views. 15 This is also stated as one of the main objectives of IQMS in the IQMS policy.
First, this diversity will indicate whether teacher evaluation is conducted in accordance with IQMS principles. Frequency interval = total number of the wider population required number in the sample. How often we will make a systematic sample can be decided with a simple formula - the total number of the wider population.
The researcher is of the opinion that the use of structured interviews will be too restrictive.
DATA PRESENTATION AND ANALYSIS
- INTRODUCTION
- PRESENTATION OF QUANTITIVE DATA
- PRESENTATION OF QUALITATIVE DATA
- ISSUES UNDERPINNING THE DATA ANALYSIS
- DATA ANALYSIS OF RESPONSES TO THE IQMS: QUESTIONNAIRES
- ANNEXURE C AND D: OPEN-ENDED RESPONSES
- NEW PUBLIC MANAGEMENT, NEW MANAGERIALISM AND THE IQMS
- CRITICAL MANAGEMENT STUDIES AND THE IQMS
- ACCOUNTABILITY VERSUS DEVELOPMENT
- THE IQMS AND TEACHER COMPETENCE
- THE IQMS AND EDUCATOR PROFESSIONALISM
- GENERAL COMMENTS
- PROVINCIAL DEPARTMENTAL OFFICIALS
- TEACHER TRADE UNIONS
- EMERGING TRENDS AND PATTERNS
- NEED FOR PROFESSIONAL DEVELOPMENT
- ACCOUNTABILITY
- PERFORMANCE MEASUREMENT
- SOCIAL CONTEXT
- TEACHER AUTONOMY
- A HUMANISTIC DEVELOPMENT PERSPECTIVE
- TEACHER COMPETENCE
- CONCLUSION
- INTRODUCTION
- A NEED FOR PROFESSIONAL DEVELOPMENT
- AN OVER-EMPHASIS ON ACCOUNTABILITY IS A THREAT TO TEACHER PROFESSIONALISM
- NEED FOR CAPACITY BUILDING IN ALL LEVELS OF THE EDUCATION SYSTEM
- DA, PM AND WSE DO NOT INTEGRATE HARMONIOUSLY
- THE IQMS PROMOTES ACCOUNTABILITY
- CONCLUSIONS
- TENSION BETWEEN PROFESSIONAL DEVELOPMENT AND ACCOUNTABILITY
- TEACHER PROFESSIONALIZATION
- AN OVER-EMPHASIS ON ACCOUNTABILITY
- TRAINING AND UPGRADING OF TEACHERS
- MANAGING THE IQMS PROCESS
- NPM PRINCIPLES DO NOT HAVE A PLACE IN A DEVELOPING SOUTH AFRICAN CONTEXT
- REVIEWING THE IQMS
- INTEGRATION OF DA; PM AND WSE
- IQMS AND ‘CRITICAL’ LEADERSHIP
- IQMS AND SOCIO- ECONOMIC CONTEXT
- CONTINUOUS PROFESSIONAL DEVELOPMENT
- CONCLUSION
All these issues revolve around the principles of the IQMS as laid down in the IQMS manual. The majority of respondents rate the benefits of the IQMS as a 3 on a scale of 1 to 5. It is not surprising that many clients do not feel comfortable with the IQMS policy.
This suggests that the impact of IQMS is not rated very highly by the respondents (average at best). The teachers' view is that the professional development aspect of IQMS (DA) has been hijacked in favor of performance measurement. Teachers' perceptions of IQMS fit into the performance assessment model presented below.
More than 75% of the respondents agree that the GGBS shows their strengths and. This represents a challenge for the implementation of the GGBS and for its principles and purposes. One of the main principles of the GGBS is the creation of professional development activities.
BIBLIOGRAPHY
This study is critical of the 'accountability era' and sees hope for South African teachers in encouraging professional growth and. Groups, teams and the division of labour: Interdisciplinary perspectives on the organization of work, in S. eds), The Oxford Handbook of work and organization. Education for democracy versus the "cult of efficiency", Journal of Educational Administration 42(2,) Penn State University, University Park, Pennyslyvania: USA.
Rethinking Assessment in South Africa: Policy Options and Strategies, Johannesburg: University of Witwatersrand Education Policy Unit/NECC. The Right to Learn: The Struggle for Education in South Africa, Johannesburg: School Trust/Ravan Press. A policy framework for quality assurance in the education and training system in South Africa, Pretoria: Government Printers.
Making performance management meaningful: Official rhetoric and teachers' realities, Asia-Pacific Journal of Teacher Education.
