Evaluating the effects of integrated quality management system (IQMS) in enhancing teaching and learning in King Cetshwayo District High Schools
| dc.contributor.advisor | Ngubane, P.B. and Maphalala, M.C. | |
| dc.contributor.author | Sibeko, Lindubuhle Effort | |
| dc.date.accessioned | 2024-07-04T12:26:12Z | |
| dc.date.available | 2024-07-04T12:26:12Z | |
| dc.date.issued | 2024 | |
| dc.description | A Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of Educational Foundation at the University of Zululand, South Africa [2024]. | en |
| dc.description.abstract | Integrated Quality Management System (IQMS) is a nationwide policy to enhance teacher productivity in South Africa. It is a school quality management system with a two-fold objective of fostering teacher professionalism and bolstering responsibility inside educational institutions. Encompassed in teacher professionalism is improved curriculum delivery to improve learning outcomes. However, there is a gap in research that assesses the impact that is being made by the IQMS, particularly in the King Cetshwayo District context where this study was conducted. Hence, the purpose of this study was to evaluate the effect of the IQMS in enhancing teaching and learning in King Cetshwayo District High Schools in the province of KwaZulu-Natal in South Africa. Total Quality Management (TQM) theory was used to underpin this study. The theory outline seven principles that are critical in the quality implementation. The first and the critical principle is customer care. To achieve the research objective, data were gathered via a semi-structured interview questionnaire from a total of 17 participants located in five Circuit Management Centres within the King Cetshwayo District. The interview data were transcribed into Word documents. The transcribed data underwent coding, thematic analysis, and interpretation to extract meaning and address the study research questions. This study found that the IQMS was inadequately implemented to improve teaching and learning in King Cetshwayo high schools. While the findings revealed that teacher’s academic growth was accomplished using IQMS evaluations, as it reflected the teaching proficiency of teachers, teachers were in disagreement with the view of connecting IQMS scores with learner pass rates which is at the centre of teaching and learning. This is because it could potentially put teachers at a financial disadvantage, particularly for those teachers whose learners perform poorly. The findings neglected a critical beneficiary element, which is the client in their capacity as a learner. Another finding of this study is the singular evaluation and focus that comes with the implementation of IQMS. The single assessment yields malicious compliance as it is exclusively carried out to provide scores for IQMS evaluation submissions. The findings further identified time as the limitation in the implementation of IQMS. Participants observed that the excessive amount of paperwork and assessments are not evenly dispersed throughout the year, leading to a time constraint. The implementation of IQMS is expedited to acquire scores promptly. Based on the research findings, the Department of Education should conduct performance assessments between supervisors and supervisees, using agreed-upon assessment standards that include the learner pass rate. The supervisor should provide on-the-job training and offline training to correct any performance gaps discovered during formal examinations. Future studies could follow up on these recommendations to determine their effectiveness. | en |
| dc.identifier.uri | https://uzspace.unizulu.ac.za/handle/10530/2530 | en |
| dc.language.iso | English | en |
| dc.publisher | University of Zululand | en |
| dc.title | Evaluating the effects of integrated quality management system (IQMS) in enhancing teaching and learning in King Cetshwayo District High Schools | en |
| dc.title.alternative | Integrated quality management system | en |
| dc.type | Thesis | en |