Teachers’ perceptions of school self-evaluation on quality teaching and learning in Mankweng, Limpopo Province

Abstract

Before the dawn of democracy, the school evaluation in South Africa was racially segmented, often leading to low quality of teaching and learning. In order to curb this malady, the Department of Basic Education introduced the school self-evaluation (SSE) sometime after the demise of the apartheid system. The genesis of SSE can be traced to the passing of the National Policy on Whole School Evaluation in 2001. This study therefore sought to obtain teachers’ perceptions towards SSE and its effect on quality teaching and learning. The study was embedded in three theories namely, the goal-setting theory, the constructivist theory and the social cognitive theory. The study adopted a mixed-method design with an inclination of qualitative interpretive approach through a multiple case study design of a purposively selected sample of fifty-five participants in the Mankweng Cluster of the Capricorn District, in Limpopo Province. Semi-structured interviews, the open-ended questionnaires focus group discussions and observations (non-participant) were used to collect data. Thematic and the narrative analysis were used to iteratively analyse data. The study enhanced trustworthiness by using four aspects, namely credibility, transferability, dependability and confirmability. Ethical considerations such as the right to withdraw, anonymity, honesty and transparency were upheld through observing some imperatives. The findings of the study revealed the importance of SSE in improving the quality of education provided there was accurate implementation. It was found that external evaluation/school inspection was necessary for sustaining the benefits of SSE. The results of the study disclosed that SSE professional development would help in boosting teacher efficacy. The SSE efficacy may then lead to improvement of quality teaching and learning. Enough time was needed for SSE training for both categories of teachers. SSE instructional leadership of the principals as teachers holding the highest position in schools was believed to be crucial as it could help in mentoring all teachers. That was found lacking due to principals’ lack of SSE knowledge since principals, never received specialised training in SSE.