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dc.contributor.advisorHunter, Clive R.
dc.creatorHibbers, Thomas David.
dc.date.accessioned2010-10-18T12:42:35Z
dc.date.available2010-10-18T12:42:35Z
dc.date.created2006
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/10413/1418
dc.descriptionThesis (MBA)-University of KwaZulu-Natal, Pietermaritzburg, [2006]en_US
dc.description.abstractThe general problem was that vast resources (time, money, etc.) have been invested in the Integrated Quality Management System. Besides the generally positive feedback it was not yet known for certain to what extent IQMS contributed to the perception of improved educator performance and the problems which existed with the implementation. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System on Educator Performance was and prove the validity of a proposed model of factors related to Educator Performance. In order to construct a theoretical frame of reference of the existing knowledge, an extensive literature review of the Performance Management theory in the private sector was followed by a review of the Department of Education publications about the practical implementation of these principles in the management of educator performance in schools by means of the Integrated Quality Management System. Both qualitative (a pilot study consisting of several in depth interviews with educators and principals) and quantitative research (a questionnaire based on the literature study, objectives and hypothesis and using a five point Likert scale) methods were used to determine the impact ofthe implementation of Integrated Quality Management System on Educator Performance in South African public schools. The results from the four hundred and twelve respondents were analysed with the aid of the EXCEL and SPSS computer programmes. It was found that the implementation of the Integrated Quality Management System has contributed significantly to all areas of perceived Education Performance, i.e. structure, staff development, motivation, class visits, feedback, goal setting, problem solving and forms. The IQMS was negatively related to disciplinary management. The non parametric nature of the data could not allow for statistical techniques such as multiple regressions to be run, but the proposed model still revealed itself as valid in the factor analysis. It was concluded that the Integrated Quality Management System has done what it was meant to do: it had a positive impact on perceived Educator Performance. Furthermore, it was found that the factors: structure, staff development, motivation, class visits, feedback, goal setting, problem solving, accurate scores and disciplinary measures had a significant relation with perceived Educator Performance. It was recommended that the success story of the implementation of the Integrated Quality Management System be made public, neutral educators be brought on board, the accuracy of the scores be upgraded and even more structure added to the staff development programme. It was also recommended that School Management Teams be trained in motivating staff, class visits be increased and feedback to staff on their performance be improved. It was also recommended that School Management Teams be trained in goal setting programmes and the implementation of the Educator Performance Model.
dc.language.isoenen_US
dc.subjectSchool management and organization.en_US
dc.subjectSchool management and organization--South Africa.en_US
dc.subjectTeachers--Rating of.en_US
dc.subjectEducational evaluation.en_US
dc.subjectEducational change.en_US
dc.subjectTheses--Management.
dc.titleThe integrated quality management system in education.en_US
dc.typeThesisen_US


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