The Challenges Experienced by School Principals in the Implementation of QMS Performance Appraisal System in Schools within Mpumalanga Province, South Africa

Abstract

The aim of the study was to explore the challenges that principals experience in the implementation of quality management system (QMS) in Schools within Mpumalanga Province, South Africa. The main problem which the study investigated was concerned with the factors that lead to principal’s leadership challenges in implementing QMS in the Mashishila and Badplaas circuits’ schools. The study utilized pragmatism as a research paradigm, this allowed for many different ways of interpreting data in this case from both quantitative and qualitative sources. The population of the study was 443 school principals of Gert Sibande District of Mpumalanga province of South Africa. The sample size was 214 and this included 8 participants who took part in a focus group discussion while the rest participated in a survey. In terms of data analysis quantitative analysis was applied for close ended questions that were drawn from responses from the survey. Quantitative data was processed using the Statistical Package for Social Science (SPSS) computer software version 2.0 and results of such analysis were presented in tables and figures. Qualitative data analysis was completed by first categorizing and discussing responses for each item according to themes (thematic analysis), before editing and coding. From the findings of the FGD study it was clear participants felt strongly regarding the Department of Education’s failure to give school adequate technical support to ensure that the QMS implementation is efficient. Furthermore, evidence drew from some of the participants through the FGD voiced and severe shortages of specialists in QMS who can best advise the schools on the technical aspects of the implementation. The study also revealed that there is existence of sabotage and politics at the workplace. This scenario was regarded as one of the factors significantly influencing the lack of effectiveness of QMS implementation by the principals. It was revealed that the inadequacy of leadership skills amongst principals was a challenge they faced in the implementation of the QMS. It is recommended that the DoE reviews the financial resource being channeled to schools for the implementation of QMS with the view of liaising with schools in order to increase the resources. An increase in the available resource will ease some of challenges especially on resources required to engage the technical support through frequent workshops for school managers to effectively implement the programmes. It was recommended that the DoE considers the engagement of the independent body or bodies to oversee and evaluate the implementation of quality management system in schools. This will bring integrity and transparency to the implementation process of QMS.