Educators' perspectives of the implementation of the integrated quality management system (IQMS) in secondary schools within the Umlazi district of KwaZulu-Natal

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dc.contributor.advisorChetty, M.K.K.
dc.contributor.authorButhelezi, Cutbert Thembinkosi Ndodakayidlile
dc.date.accessioned2012-02-01T08:21:59Z
dc.date.available2012-02-01T08:21:59Z
dc.date.issued2005
dc.descriptionSubmitted in partial fulfilment of a Masters Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2005.en_US
dc.description.abstractCurrent demands in education necessitate a shift away from traditional inspection and supervision models for school improvement, toward a transparent and democratic approach for Whole School Development (WSD). This has resulted in the need for schools to implement an Integrated Quality Management System (IQMS). The IGMS, in an educational context, is a collective concept that integrates three fundamental components of WSD, namely the Developmental Appraisal System (DAS), the Performance Measurement (PM) and Whole School Evaluation (WSE). This study investigates the implementation of the IQMS in secondary schools within the Umlazi district. Insight into the IQMS is provided via a review of relevant literature. Furthermore, questionnaires have been used to access data from educators about the implementation of the IQMS. Although most secondary schools have introduced the IQMS, many educators are still confused, not only about the process of implementing the IQMS, but also about the concepts used by the IQMS. Key findings of this study indicate the following: • In some schools, educators do not understand the IQMS instrument. • Advocacy and training programmes, in respect of the IQMS, are ineffective in some schools. • Some IQMS structures are not yet in place. Although the majority of educators indicated that they were aware of the IQMS instrument, 32% of the educators who participated in the survey indicated they had never heard about the IQMS instrument for educator evaluation. It is evident that such educators need greater exposure to the IQMS through advocacy and training programmes. It is also clear from this study that most schools are aware of the IQMS instrument but that implementation thereof remains problematic. This study is significant in that it exposes, in its findings, some of the problems experienced by schools in the implementation of the 1QMS. Recommendations to address some of these limitations are made in the last chapter of this publication.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1004
dc.language.isoenen_US
dc.subjectIntegrated quality management system (IQMS) -- schoolsen_US
dc.titleEducators' perspectives of the implementation of the integrated quality management system (IQMS) in secondary schools within the Umlazi district of KwaZulu-Natalen_US
dc.typeThesisen_US
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