An evaluation of the integrated quality management system as an appraisal tool for teachers in iLembe District, KwaZulu-Natal

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dc.contributor.advisorMncube, D.W
dc.contributor.advisorDuma, M.A.N
dc.contributor.authorMthembu, Rose Jabulile
dc.date.accessioned2017-07-06T12:01:14Z
dc.date.available2017-07-06T12:01:14Z
dc.date.issued2017
dc.descriptionA dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017en_US
dc.description.abstractThis study focuses on the critical evaluation of how the Integrated Quality Management System as an appraisal tool is implemented in a few selected schools in the ILembe District. In recent times, the system of education in South Africa has required teachers who are highly skilled to impart knowledge of high quality to learners. The introduction of Integrated Quality Management System (IQMS) was meant to enhance the quality of teaching and learning by addressing the matter of developmental appraisal in order to enhance teachers’ professional development. This approach has been facing serious challenges and attracted unjustified criticism for quite some time. Since teachers’ performance has been under the spotlight as measured by learners’ results, it is important to evaluate their performance using a highly reliable instrument which can produce learners who can compete globally. This research was conducted using both quantitative and qualitative methodologies that were based on a case study approach of 10 schools that were purposefully selected from rural, semi-rural, urban and semi-urban areas. Data from district officials, principals, deputy principals and Heads of Department were collected through interviews, and questionnaires were used to collect data from six teachers at each school. The findings indicate that most teachers are finding it difficult to implement the IQMS policy effectively. The major concern was that managers are reluctant to participate in the process, and do not comply with the requirement of the IQMS, namely the advocacy and training of teachers before they embark on the process of the IQMS. The researcher recommends the use of IQMS for effective teachers’ through professional development and keeping politics out of this process.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1577
dc.publisherUniversity of Zululanden_US
dc.subjectintegrated quality management system --education --South Africaen_US
dc.titleAn evaluation of the integrated quality management system as an appraisal tool for teachers in iLembe District, KwaZulu-Natalen_US
dc.typeThesisen_US
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