ASSESSING INTEGRATED QUALITY MANAGEMENT SYSTEMS, IN RELATION TO ENHANCING SCHOOL PERFORMANCE

Abstract

The introduction of Integrated Quality Management System (IQMS) in the South African public schools signalled a new approach to the evaluation of the performance of both teachers and schools. The system spells out the performance standards, as well as the evaluation process for teachers, in order to improve the quality of teaching and learning, and thus enhance school performance. The purpose of this interpretative case study was to assess the implementation of IQMS, in relation to enhancing school performance, in two secondary schools in Diepkloof, Soweto. As a result, the findings of this research report are specific to the two case studies, and cannot be generalised to all schools. One of the main findings of the research was that adherence to IQMS processes does not translate into enhanced school performance, due to the increased workload which compromises the time for teaching and learning. It was also established that in instances where the teachers’ performance had improved, as a result of the IQMS processes followed, the hard work did not translate into enhanced school performance, due to a number of contextual factors, which were not addressed. This research is likely to benefit school principals, policy makers and implementers, as well as IQMS coordinators, as it provides clarity on the issues impeding the successful implementation of IQMS in the two secondary schools. The study also demonstrates the need to modify the evaluation system, in order to enhance school performance.