An Investigation of the Integrated Quality Management System (IQMS) in South African Primary Schools: The Teachers? Voices
AbstractThe purpose of this study was to investigate the implementation of the IQMS in South African schools from the teachers? perspective. This was done by interrogating the context and the content of policy documents as well as focussing on the training and the functioning of the structures involved in the implementation of the IQMS. Thereafter, the perceptions, feelings and experiences of teachers regarding IQMS were captured. A literature study, observation as well as documents analyses and interviews were used to gather information through a qualitative method. Six primary schools were purposefully selected from one South African province, namely North West. Focus group interviews of four teachers per school, followed by individual semi-structured interviews of two teachers per school, were held. These were integrated with the analyses of policy documents and records at those schools. Although it appears from findings that the appropriate structures for implementation are in place in some schools, the policy document and prescribed steps were not followed. Furthermore, teachers cited some anomalies and difficulties with regard to the implementation of IQMS. It was discovered that some teachers have a negative attitude towards the IQMS. The majority of the schools do not have management plans for the implementation of the IQMS. Consistency and follow-ups are sadly lacking. Most teachers cited that the success of the implementation depends largely on whether the District Office, the school principal, the Staff Development Team and the Development Support Group play their roles effectively.
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How to Cite
Segoe, B. (2014). An Investigation of the Integrated Quality Management System (IQMS) in South African Primary Schools: The Teachers? Voices. Mediterranean Journal of Social Sciences, 5(9), 724. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/3063
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