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Decision-making and accountability as aspects of the integrated quality management system (IQMS)

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dc.contributor.advisor Prof. C. F. Loock en
dc.contributor.author Dhanpat, Kamlawathee
dc.date.accessioned 2009-03-31T09:39:27Z
dc.date.available 2009-03-31T09:39:27Z
dc.date.issued 2009-03-31T09:39:27Z
dc.date.submitted 2007
dc.identifier.uri http://hdl.handle.net/10210/2379
dc.description M. Ed. en
dc.description.abstract The widespread quest for quality education and the urgency to improve learner achievement make educator competence in South Africa essential. The tide of educational change since 1994 marked a dramatic shift in attitudes towards accountability and control of education in South Africa. Davidoff and Lazarus (1997:95) contend that the demands of democracy and efficiency require some form of accountability. They point out that all stakeholders have to be held accountable for their responsibilities and decisions they make. Educator appraisal was and still is a thorny issue for school leadership throughout the world. The National Department of Education (NDoE) has attempted to place appraisal within the context of the South African educational system (Mathula, 2004:3). All role players in the education environment have agreed over the years that there is a need for change - to introduce an appraisal system acceptable with educator unions that will enhance the competency of educators and the standard of education in South Africa. There is no doubt that this new model (IQMS) for quality management in schools holds significant benefits for learners, educators and schools alike. The purpose of this research study was to investigate the critical role of decisionmaking and accountability as aspects of performance measurement and enhancing educator competence and ultimately school effectiveness. The focus in this research study was the need for accountable decision-making, empowerment and democratic participation for successful implementation of the Integrated Quality Management System (IQMS) in schools. The introduction of the Integrated Quality Management System (IQMS), a national initiative is essentially associated with the enhancement of teaching and learning. According to the Collective Agreement Number 8 of 2003:4, of the Educator Labour Relations Council (ELRC), the tenets of IQMS are underpinned by the purpose of quality management systems which are to determine competence; to assess strengths and areas for development; to provide support and opportunities for development; to ensure continued growth; to promote accountability and to monitor overall effectiveness of an institution. One of the objectives of this research was to assist educators in ensuring that they receive quality developmental support on an ongoing basis as well as to have an appraisal system that is workable and effective. The focus was therefore on the levels of preparedness of the principal and SMT members in relation to IQMS as well as accounting for decisions made when evaluating educator performance. The researcher opted for a quantitative research approach. The advantage of the quantitative approach is that it measures the reactions of a great many people to a limited set of questions thus facilitating comparison and statistical aggregation of the data (Creswell,1994:117; Macmillan & Schumacher, 1993:114). In order to determine the perceptions of educators about decision-making and accountability pertaining to the implementation of IQMS in their schools, a structured questionnaire was used to collect data. In this research study thirty-one (31) items were designed to secure information on the perceptions of educators at various post levels in order to determine the implementation of IQMS at schools. The construct validity of the structured questionnaire was investigated by means of successive first and second order factor. These procedures resulted in the thirty-one (31) items being reduced to three factors namely: · Democratic participation consisting of 12 items with a Cronbach-alpha-reliability coefficient of 0.887 with 10 items rejected. · Empowerment consisting of 6 items with a Cronbach-alpha-reliability coefficient of 0.895 with 7 items rejected. · Accountable decision-making consisting of 6 items with a Cronbach-alpha– reliability coefficient of 0. 849 with 4 items rejected. It should be noted that both the first and second order factors are valid and have high reliability coefficients, which could serve as a basis for providing guidelines for the implementation of IQMS in schools. Based on the research conducted, it was found that collaboration and decisionmaking at all levels are key to successful implementation of systems. This is equally applicable to the successful implementation of performance management systems in schools. Thus, the researcher recommends that: · Principals must be trained in effective system implementation. The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for implementing education systems and change, including, managing performance management systems. One way of doing that is to become skilled leaders and change managers that have the professional abilities and skills for intelligent decision-making and a willingness to be held accountable for their actions. · Develop support structures at district level to improve the sustainability of new systems and continuous professional growth. The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. People at all levels need to be made competent and confident to implement policy. · Training and development Training strategies for successful implementation must be strengthened. Many implementation efforts fail because of insufficient training on the skills and knowledge required for effective implementation. One of the criticisms levelled at appraisal systems of the past, is that educators did not receive adequate training. New systems mean dealing with changes, which means dealing with challenges. In order to manage change, it is imperative to look at quality, quantity and complexion of implementation. The department needs to put in strategic steps whenever introducing new systems, such as the IQMS. Training can only be worthwhile if properly executed. The following should be included for implementation: resources, time and contextual factors. Educators must have sufficient time to interact with the material, at all levels, in order to gain ownership of the process. · Empower principals to manage systems The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for managing performance management systems. One way of doing that, is through good leadership, good decision-making and a willingness to be held accountable. · Supporting continuous implementation The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. · Intervention strategies Training strategies must be strengthened. Many implementation efforts fail because educators have not been trained on the skills required. One of the criticisms levelled at appraisal systems of the past is that educators did not receive adequate training. From the research conducted, it can be concluded that decision-making and accountability of the performance instrument revolves around the constructs of democratic participation, empowerment and accountable decision-making. These constructs were shown to have construct validity, high reliability and could thus serve as a basis for implementing the process of IQMS effectively. en
dc.language.iso en en
dc.subject Total quality management in education en
dc.subject School management and organization en
dc.subject Decision making en
dc.title Decision-making and accountability as aspects of the integrated quality management system (IQMS) en
dc.type Thesis en


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