Beyond the generally positive feedback, it is not yet known for sure to what extent IQMS has contributed to the perception of improved teacher performance and the problems with its implementation.
An overview of the literature research
When managers have personal biases or prejudices that are positive or negative towards certain groups or people (e.g. because of race, gender, etc.), evaluations are subjective (Hunter and (Gerber et al., 1995, 223). Here the emphasis is on to the process (what the employee does) and not to the results (what is achieved) of the employee.
Effective performance management cannot be tied to a specific date because it is a continuous process where performance appraisal is considered a collaborative process. Keep in mind that there are many different approaches to performance management.
The aim of !Jerfonnance management
The overall aim of performance management
According to Armstrong, performance management also deals with three key characteristics of an organization: human resource management (HRM), continuous development, and teamwork. Armstrong suggests that performance agreements and plans set the direction and basis for measurement, feedback, evaluation, and development in the performance management process.
Defining the goals (objectives) and performance measures
- The objectives of performance appraisals
- The organisational culture
- The focus of performance appraisals
- The criteria to be used for performance appraisals
- Dealing with the good and bad elements of appraisals
- Dealing with the problems of performance appraisals
- Evalnating performance appraisals
- The performance appraisal meeting itself
- Counselling
Criticism should be constructive in maintaining the focus on the performance and not on the person of the individual. According to Armstrong, feedback data is systematically obtained from a number of stakeholders in the organization.
The application of performance management
The Staff Development Team (SDT)
Each school is responsible for electing a staff development team consisting of the headteacher and democratically elected members. This team may include all or some members of the school's leadership team. The SIP is developed by SMT and SDT with the help of individual PGPs and the whole school evaluation.
It must also be based on and linked to the strategic plans of the relevant department of education and presented to the regional/district/area manager. The regional/district/area improvement plan is developed with the help of the SIPs (school improvement plans) submitted by the various schools, as well as the strategic plan of the relevant department of education.
The instrument that is used to evaluate educator performance
The lesson observation instrument
The instrument for measurement of aspects outside the classroom
The performance standard is at the top of the instrument (e.g., Creating a positive learning environment), followed by a broad statement of expectations (e.g., the teacher creates a positive learning environment that allows students to actively participate and achieve success). in the learning process.). The completed instrument (clearly indicating the areas where development is needed) must be used by the educator (and DSG) to develop a personal growth plan (PGP). The completed instrument forms a report for developmental assessment and basic assessment. All members of the school community are responsible for the quality of their educational activities .
The indicators on which the evaluation of the above key areas that indicate the quality of education is based are defined in the "National Policy on the Evaluation of the Whole School" (Ministry of Education, 2001, 6) as inputs to the school, the processes that are implemented. at the school and the results provided by the school. A.) Inputs provided to the school for operation. Funds received by the school from the ministry, the province, students and other sources are also taken into account (Ministry of Education B.) The processes the school implements to achieve its goals.
Approaches to research
Replicable means that other researchers, independently of the originals, involving other research participants and other circumstances, should obtain similar results that are still compatible with the same theory (Welman and Kruger, 2002, 2). The success of the field research depends on the quality and quantity of the data source. This model is closer to reality because it includes the random error (also called the error term). This error term includes all forces not explicitly introduced into the model, as well as purely random forces.
This is what we are trying to find out if the model makes economic sense and if the results obtained are consistent with the underlying economic theory. In the context of this study, a combination (using elements from all three) of the above approaches has been followed.
Qualitative versus quantitative research
For the purpose of this study, it was decided to use the researcher's experiential knowledge (he has been implementing the IQMS for two years and has been a facilitator in many training workshops on IQMS), the existing theory and research on this topic and conducted a survey. Pilot study. At the next round of training workshops, the researcher was appointed as one of the facilitators. This previous practical experience has given the researcher a fairly good understanding of the performance management process and an understanding of the complexities involved.
In February 2006, the researcher therefore successfully requested permission to conduct research into the perceptions of IQMS among teachers and directors of the Ministry of Education. The aforementioned experience provided guidance for identifying the areas of concern and the supervisor. Or.
The actual research methods used in this study
Welman and Kruger distinguish between probable and non-probable samples on the basis that we can determine the probability that an element or member of the population will be included in a probability sample. In non-probability sampling, the probability of an element or member of the population being included in the sample cannot be determined. The 450 questionnaires were collected personally by the researcher at the end of the training workshop.
This is what the researcher did with the interviews that were part of the pilot study. In this study the relationships of the independent variables (perceived structure in performance management, perceived classroom visits, perceived staff development, perceived motivation, perceived feedback, perceived goal setting, perceived problem solving, adaptability perceived form, perceived grading accuracy and perceived use of IQMS as a disciplinary tool by management) on the dependent variable (perceived educator performance) were studied.
The following research questions have been defined
The following research objectives have been defined
The following hypothesis have been defined
Ho: The perception of improved feedback is not positively and significantly correlated with the perception of improved educator performance. Ho: The perception of inaccurate GGBS scores is not negatively and significantly correlated with the perception of improved educator performance. Ho: The perception of adequate GGBS forms is not positively and significantly correlated with the perception of improved educator performance.
Ho: The perception of IQMS as a disciplinary tool for management is not negatively and significantly correlated to the perception of improved educator performance. HI: The perception of IQMS as a disciplinary tool for management is negatively and significantly correlated to the perception of improved educator performance.
Results of the research questions
The feedback from the workshops he presented to train principals in the implementation of IQMS was that there was more staff development since the introduction of IQMS and that this facilitated improved teacher performance. The interviews during the pilot study confirmed that the implementation of the IQMS system improved staff development and that this improved the performance of the teachers. The feedback from the workshops he presented to train principals in the implementation of IQMS was that there was more motivation since the introduction of IQMS and that this facilitated improved teacher performance.
The feedback from the workshops he presented to train principals in the implementation of IQMS was that since the introduction of IQMS, classroom visits increased and this led to better teacher performance. The feedback from the workshops he presented to train school leaders in the implementation of IQMS was that since the introduction of IQMS, more goals were set and this enabled improved teacher performance.
Brief conclusion to results
Descriptive statistics
The mean, the mode, the median, the sample deviation and the sample standard deviation are considered the descriptive statistics (Wegner, 2002, 12). The mean or the arithmetic mean is the sum of all the values divided by the sample size, the mode is the most common response. The sampling variance is the degree or amount by which each observation differs from one another.
The median values also show this pattern and are consistent with the modal values. Variance values are consistently between 0 and I, which means that there is no large deviation of an individual observation from the mean.
Reliability analysis
All modal values point to the fact that an "agree" response means that IQMS is doing what it set out to do by getting positive responses from respondents. The alpha values showed a good internal consistency of the responses, which means a very good reliability of the research instrument. 4 The IQMS system has improved staff development at my school 3 I manage the performance of others in a more structured way.
1 At our school, performance is managed in a more structured way since the introduction of IQMS. The average of the factor scores was taken for the different professions to check for differences between the perceptions of teachers in different positions regarding IQMS.
I MEAN
Chi-square testing
Ho: IQMS has not contributed to a perception of more structure in teacher performance management. HI: IQMS has contributed to a perception of more structure in teacher performance management. Ho: IQMS has not contributed to the perception of more improved feedback to teachers on their performance.
HI: IQMS has contributed to a perception of more improved feedback to educators about their performance. Ho: The perception of improved staff development is not positively and significantly correlated to the perception of improved educator performance.
Conclusion
The interviews during the pilot study confirmed that the structure provided by the implementation of the IQMS system improved the performance of the teachers. The interviews during the pilot study confirmed that the implementation of the IQMS system improved the motivation of the staff and that this improved the performance of the teachers. The interviews during the pilot study confirmed that the implementation of the IQMS system increased the goal setting and that this improved the performance of the teachers.
The interviews during the pilot study confirmed that the implementation of the IQMS system increased problem solving and that this improved the performance of the teachers. The interviews during the pilot study confirmed that the implementation of the IQMS system was fair (there was no use of the IQMS as a disciplinary instrument) and that this improved the performance of the teachers.
