Abstract
The purpose of this study was to investigate challenges faced by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the primary schools of Circuit 04 of the Mthatha District of the Eastern Cape Province, South Africa. The scope of this research was restricted to four primary schools in Circuit 04. The research methodology was qualitative in nature, and a multiple case study strategy was employed. The sampling strategy was convenience sampling and included DSGs and teachers. Data were collected through face-to-face individual in-depth interviews to elicit information from DSGs and teachers. The IQMS is performed through the completion of special instruments, which help to rate and score teachers on their performances. During IQMS, two structures, the DSGs and School Development Team (SDT), are created to implement developmental appraisal and performance management (or summative evaluation). The main finding of this study revealed that even though school principals were part of the team and structure to manage the IQMS, some principals did not drive or influence the process resulting in some schools finding it difficult to effectively manage the IQMS. Challenges, thus, faced by DSGs tended to have a negative effect on the teachers as well as on learner performance.
Highlights
Introduction e Integrated Quality ManagementSystem (IQMS) is a national policy in South Africa aimed at increasing productivity among educators in the South African education system. e Education Labour Relations Council (ELRC) [1] states that the Integrated Quality Management System (IQMS) is intended to integrate the existing quality management programmes in the education system.e existing programmes are the Developmental Appraisal System (DAS), Performance Measurement (PM), and Whole School Evaluation (WSE)
Participant D (DSG): I can say even though they are part of the School Development Team (SDT), principals just depend on the structure to manage the IQMS
Nel and Haasbroek [2] hold that effective training and development by the organisation is necessary to ensure that employees achieve the required level of competence which in turn assists in the development of a culture of teaching and learning and ensures greater learner achievement. e discussion of findings takes into consideration the themes that emerged during analysis and are presented below
Summary
Data, obtained through face-to-face interviews, with 16 sampled participants, were studied several times to identify repeated themes. E following responses confirmed that mentioned above: Participant C (DSG): teacher resistance to the implementation of the IQMS at school contribute to poor performance of learners because the IQMS is about development, support, and monitoring and that creates teacher competency in order for her to perform good in class and make good results to the learner, but those who refused to be appraised will not be developed. E teachers realised that if they did not participate in the IQMS process, they would not have the opportunity to undergo professional development or be assisted with areas identified as weaknesses which could contribute to poor teaching and learning, resulting in low learner performance. Because of the changes in the curriculum, evaluation allows for development in order to ensure that the curriculum is effectively implemented and, there is school improvement and enhanced learner performance
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
