Investigating teachers' perceptions of integrated quality management system effectiveness on teaching and learning in a rural secondary school

Abstract

In the quest for education transformation, the South African government employed Integrated Quality Management System (IQMS) in the belief that if teachers were appraised and developed, their performances would be enhanced and the quality of education would be improved. However, teachers had different views and experiences of the effectiveness of IQMS in their work stations. Consequently, the author was interested in “Investigating teachers’ perceptions of Integrated Quality Management System (IQMS) effectiveness on teaching and learning in a rural secondary school”. The investigation was conducted using face to face interviews and document analysis. This study’s findings indicated that IQMS was introduced as a matter of policy compliance, as shown by many teachers’ misunderstandings of its concept. The findings of this study will help to improve IQMS effectiveness or to undertake further research on the feasibility, viability and practicability of IQMS and/or alternatively, the development of a new appraisal system.