Evaluating the impact of challenges experienced in the implementation of IQMS on the behaviour of primary school educators

Abstract

Before 1994, schools were not subjected to any kind of evaluation, hence the birth of the IQMS. As outlined in Collective Agreement No.8 of 2003,  Integrated Quality Management System (IQMS) is a collective concept of Whole School Development (WSD), namely, the Developmental Appraisal  System (DAS), the Performance Measurement (PM) and Whole School Evaluation (WSE). However, the implementation of this agreement created  challenges for some educators, especially in primary schools. The study evaluated the impact of behaviour challenges experienced by primary  school educators in the implementation of an Integrated Quality Management System (IQMS) in Vhembe District, South Africa. The study is based  on an interpretive explanatory research design collecting data through interviews. A purposive sampling procedure was used to select the  participants. The scope of the research was restricted to primary schools within the Vhembe District. Six principals, one chairperson of the School  Development Team (SDT) and one member of the School Development Support roup (DSG) from six schools were interviewed respectively. The  researchers also interviewed two District officials to find out about the challenges in the implementation of IQMS in schools. Data was also collected  by observing the environment of schools. The study found that IQMS was implemented too rapidly and was hampered by overwhelming challenges  during implementation since educators did not have enough knowledge regarding the processes of IQMS implementation. Most of the educators  had a negative attitude towards the system. The training and support given to educators were inadequate. The advocacy was poor because those  introducing the programme were themselves not sure about its objectives.