This study examines the experiences of primary school teachers in Vhembe District Municipality regarding the implementation of an Integrated Quality Management System (IQMS) at the school level. Queenstown District Schools: Experiences from Isibane District 41 2.12.2 Teachers' views on the implementation of integrated quality.
CHAPTER 4: ANALYSIS AND DISCUSSION OF RESEARCH FINDINGS
ANALYSIS AND DISCUSSION OF RESEARCH FINDINGS FROM
SUMMARY OF FINDINGS, RECOCOMENDATONS AND CONCLUSION
- MAIN FINDINGS OF THE RESEARCH AND IMPLICATION FOR THIS
- INTRODUCTION
- STATEMENT OF THE PROBLEM
- RESEARCH QUESTIONS
- SUMMARY OF THE LITERATURE REVIEW
- Teacher Appraisal
- Developmental Appraisal
- Integrated Quality Management System
- Change Management
- DEFINITION OF CONCEPTS
- Experiences
- Integrated Quality Management System (IQMS)
- Performance Appraisal
- SUMMARY OF RESEARCH DESIGN AND METHODOLOGY
- Population
- Sample
- Instrumentation and Data Collection Strategies
- MEASURES TO ENSURE TRUSTWORTHINESS
- Credibility
- Transferability
- Dependability
- Confirmability
- DELIMITATION OF THE STUDY
- ETHICAL CONSIDERATIONS
- OUTLINE OF THE STUDY
Teachers seem to have different experiences with the effectiveness of an integrated quality management system. The purpose of the research was to investigate the experiences of primary school teachers in the introduction of IQMS with the aim of improving the quality of pedagogical practice and management of education in schools.
Introduction
The researcher wrote information letters to the participants, who, in turn, responded regarding their willingness to participate in the research (Appendix H). Participants were also assured that personal information would not be made available to anyone not directly involved in the study.
Literature Review
For this study, approval was sought and obtained from the Vhembe Education District office for permission to interview the participants. The essence of anonymity in this study is that none of the information provided by the participants revealed their identities.
Research Methodology
Analysis of Research Findings
Conclusions and Recommendation
INTRODUCTION
The main purpose of this chapter is to explore what other scholars, authors and researchers have found about the implementation of the IQMS program. The researcher concludes the chapter by reviewing some of the findings of studies conducted in other educational districts (Queenstown District Schools in the Eastern Cape and Umlazi District in Kwazulu Natal).
THEORETICAL FRAMEWORK
The previous chapter reflected the background of the study, statement of the problem, aim and objectives of the study, research questions, clarification of concepts, research design and methodology. In this chapter, the literature, theories and policies related to the implementation of IQMS in schools are reviewed.
INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS) POLICY FRAMEWORK
- Staff Development Team
- Development Support Group (DSG)
- The School Management Team
- Whole School Evaluation Unit
Each of the three programmes: Developmental Assessment, Performance Measurement and Whole School Evaluation (DA, PM, WSE) of IQMS has a distinct focus and purpose. The immediate senior is responsible for the year-end summative evaluation for Performance Measurement (Salary or graded progression).
IMPLEMENTATION PROCESS
- Advocacy and Training
- Developmental Programme
- Pre-Evaluation Discussion
- Evaluation in Respect of other Performance Standards Outside Classroom Observation
- Post-evaluation Meeting
- Resolution of Differences and Grievances
- Moderation
Whether the trainer understands what is expected of him/her in terms of performance standards and criteria; The evaluation (including the observation of the trainer in practice) can be done by one or both DSG members. Teachers are assessed during classroom observation based on the following first four performance standards:
One of the hardest things in the world is to accept criticism, especially if it is not presented in a constructive way.
RECORDS AND DOCUMENTATION
- Personal Growth Plan (PGP)
- Top-Down
- Horizontal Implementation
From this and other information related to school leadership and administration, they must create a school improvement plan that brings together teachers (with similar developmental needs) to identify specific programs that are a priority for the school (and educators in the school). A top-down implementation approach is a clear system of command and control, from government to project, that affects people. Individuals at the same level always talk to each other about events related to work, management, and personal matters.
It is important that all stakeholders must cooperate freely, openly and willingly fully for an effective implementation of the IQMS program in schools.
EDUCATORS’ PERCEPTION AND EXPERIENCES ON IQMS IMPLEMENTATION
Gamage maintains that bottom-up designers begin their implementation strategy formation with the target groups and service providers because they find out that the target groups are the actual implementers of the policy. Bottom-ups claim that if local implementers are not allowed discretion in the implementation process regarding social conditions, the policy is likely to fail. Issues of honesty and trust are at the root of the problems that make GGBS implementation difficult.
It appears that in South Africa there is a tension between the professional growth envisaged in the policy and the sense of bureaucratic scrutiny caused by linking certain pay increases as a means of motivation, with school colleagues having to decide whether the teacher will come eligible or not.
CHANGE MANAGEMENT
Mji (2011:21) in his study on "Investigating Factors Inhibiting the Implementation of IQMS in a South African School" argued that although the IQMS policy looks good on paper, it is extremely difficult to implement. They may over-rely on power and position while neglecting the values, feelings, ideas and experiences of those who effect change.
THE IMPACT OF CPTD ON THE IMPLEMENTATION OF IQMS
- CPTD System Phased-in Implementation
- Signing up on the CPTD Information System
- How the School Principals and Senior Management Team can Address Educators ‘Attitude and Perception Towards Appraisal?
Again, the HODs will be in a better position to support their staff in implementing the CPTD system. According to CPFD implementation document, all educators should have already registered manually or electronically on the CPTD-IS before participating in their 1st CPTD cycle. 1st Cohort enrollment: All principals and deputy principals enrolled on the CPTD from 1 March to 06 December 2013 in preparation for their 1st CPTD cycle from 2014.
2ndCohorts Enrollment: All HODs have enrolled for CPTD from January 2014 to 31 October 2014 in preparation for their 1st CPTD cycle from January 2015 onwards.
OTHER RESEARCH STUDIES ON THE IMPLEMENTATION OF IQMS IN OTHER PROVINCES
- Implementation of Integrated Quality Management system in Queenstown District Schools: Experiences from the Isibane Circuit
- Educators’ Perspectives of the Implementation of Integrated Quality Management System (IQMS) in Secondary Schools within District of
Because conflicting views on aspects of the quality assurance programs were communicated by the unions to the school-based educators. It is clear that the unions and the districts did not agree on all aspects of the program. They must consider the advocacy phase in the broadest sense to include all aspects between the design and the implementation of the program;.
The effective planning of the workshops should ensure competent facilitators and sufficient time for the advocacy process.
INTRODUCTION
RESEARCH DESIGN AND METHODOLOGY
- The qualitative research approach and its relevance to the study
This study was based on the research paradigm of interpretivism, because interpretivism focuses on people's subjective experiences, on how people "construct" the social world by sharing meanings, and how they interact or relate to each other. Therefore, this study examined primary school teachers' experiences with the implementation of IQMS in primary schools. This study adopted a qualitative research approach to explore teachers' experiences with IQMS implementation, primarily from the participants' point of view.
A qualitative research approach was useful in this study because it provided direct, first-hand and more contextual information about teachers' knowledge, perceptions, thoughts and experiences about the IQMS implementation process.
POPULATION AND SAMPLE
- Population
- Sampling and Sampling techniques
In this approach, participants have unequal chances of being included in a sample, hence purposive sampling. In this study, ten primary schools were purposively selected from primary schools within Vhembe District, Limpopo Province. The researcher also interviewed two District GGBS officials and analyzed the roles they play in the implementation of GGBS in schools.
The researcher also selected participants with knowledge of IQMS and these benefited the study by revealing what they actually do with IQMS implementation.
DATA COLLECTION TECHNIQUES
- Interview
In this study, the interviews helped the researcher gather in-depth information about educators' experiences with IQMS implementation. Participants were able to share information in their own words and the researcher was able to collect detailed information. In this way, the researcher can look directly at what is going on in the situation rather than relying on second-hand accounts.
In this study, the researcher visited the selected schools to observe how the school infrastructure and environment are properly maintained by the School Development Teams.
DATA ANALYSIS
- Informed Consent
- Confidentiality
- Privacy and Anonymity
- Access and Acceptance
- Voluntary Participation by Participants
- Deception
- Rapport and Friendship
- Intrusiveness
- Inappropriate Behaviour
- Data Interpretation
In this study, the researcher wrote information letters to the participants, who in turn responded regarding their willingness to participate in the study (Appendix H). Individuals participating in a study have a reasonable expectation that the researcher's behavior will not be unduly intrusive. In this study, the researcher did not interfere with the participants' class time (this is clear from the letter addressed to the district manager requesting permission to visit the school during a contactless timetable and not during lessons with students).
In this study, the researcher knew what was meant by inappropriate behavior and avoided it.
CHAPTER SUMMARY
This principle guides the researcher to use his data to give a fair representation of what he sees and hears. The researcher has interpreted the data and evidence in the following chapters so that others can decide to what extent the interpretation is plausible.
INTRODUCTION
ANALYSIS AND DISCUSSION OF RESEARCH FINDINGS FROM INTERVIEWS
- Educators’ Experiences Regarding the Implementation of IQMS
- Training
- Participants’ major experiences
- Educators’ Perceptions on the Implementation of IQMS
- Participants’ perception and overall impression of IQMS
- Linking IQMS to rewards
- Effect of IQMS
- Challenges in the Implementation
- Challenges experienced by participants in the implementation of IQMS Most SDT chairpersons interviewed gave the following as their major challenges in the
- Support by District Officials and other Structures within the School
- Support by district officials
- The role of Chairpersons of school Development Teams
- The role of school development support groups
- The role of school principals in the implementation of IQMS
- Improvement Strategies for Effective Implementation
In fact, all stakeholders are involved in the development of the school.” said a school principal. It was surprising to find that some of the SDT leaders have never attended any IQMS training. District officials were very optimistic about how they perceive the implementation of the IQMS program.
The rector and chairman of SDT are the ones who do most of the work on the implementation of IQMS.
ANALYSIS AND DISCUSSION OF RESEARCH FINDINGS FROM OBSERVATION TOOL
The immediate seniors, especially the head of department, must give more support to the subordinates as reflected in the educators' staff growth plans." More attention must be paid to the development and implementation of the educators' Personal Growth Plans." It is expected that classrooms in schools will be conducive to teaching and learning as set out in the Performance Standard No.
As pointed out in the first chapter, this research aimed to explore the experiences of primary school teachers in the implementation of IQMS.
INTRODUCTION
MAIN FINDINGS OF THE RESEARCH AND IMPLICATION FOR THIS STUDY
- Educators’ Experiences with Regard to the Implementation of IQMS
- Educators’ Perception on the Implementation of IQMS
- Challenges in the Implementation of IQMS
- Support by District Officials and other School Structures
Thus, in most schools, scores for the first four performance standards are awarded without actual classroom visits, as required by document no. ELRC. district officials to perform their duties as required by ELRC IQMS Collective Agreement No. During this study it was found that very few schools are visited by district officials for support.
In most cases, this is because the school's management team lacks a transformational leadership style.
RECOMMENDATIONS
It was revealed during interviews with educators that most schools did not consult educators' personal growth plans, but created plans only for compliance and district submission purposes. GGBS concepts must be explained clearly and unambiguously as during this study it was found that educators from different circles interpret the GGBS manual differently. No educator should refuse to be evaluated, so GGBS should be mandatory in all schools and all educators.
As reflected in the transformational leadership theory style, the researcher recommends that district officials, school principals, school development teams and development support teams create an appropriate vision to guide the implementation of the IQMS program with inspiration in all schools in Vhembe District Municipality.
SUGGESTIONS FOR FUTURE RESEARCH
Educators' perspective of the implementation of an integrated quality management system (IQMS) in secondary schools within the Umlazi district of Kwazulu-Natal. The Implementation of Integrated Quality Management System Challenges Facing the Development Support Cluster in the Freedom District of Kwazulu-Natal. What kind of support do the schools receive from the District Office in relation to the implementation of GGBS.
What are the challenges facing the Ministry of Education in implementing IQMS.
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Future use of the stored data will be subject to further Research Ethics Review and approval, as appropriate. The survey will be conducted on a contactless schedule and will not interrupt the educational program. The information collected during the research process will be kept confidential and all respondents will remain anonymous.
The results of the research will be shared with all interested parties, and we believe that the department will also find them useful when introducing IQMS in schools.
