Abstract
D.Ed.
Although the mandated change processes were intended to, among other things, improve
the work performance of educators, they have, however, experienced a number of
obstacles which are briefly discussed.
Lack of participation by educators in the introduction and implementation of the change
processes lead to resistance by some educators and this had a negative impact on their
work performance. Lack of physical resources such as water, telephone lines, the interne
and classrooms lead to overcrowded classes. Effective management of mandate change
was hampered by the defiance of authority by some educators, who prevented circuit
managers and subject advisors from visiting schools for purposes of professional
development and guidance in terms of mandated change processes such as developmental
appraisal. This had a negative impact on the work performance of educators. Educators
had low levels of morale and motivation and this manifested itself in educators' high
levels of absenteeism, lack of commitment and preparation. The Department of
Education's lack of capacity to manage financial and human resources hampered
effective management of the mandated change processes. Lack of coordination between
the national department of education and provincial education departments resulted in
lack of information needed by educators to implement the mandated change processes
such as rationalization and redeployment of educators and curriculum 2005 and this had a
negative impact on educators' work performance.
This research employed the quantitative research approach to investigate the influence of
effective management of change on the work performance of educators in the Limpopo
province. Data was collected by means of a questionnaire which was distributed among
the 274 total number of principals in the district. These schools wrote the 2005 senior
certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research
data was analysed and the following were the most important findings:
There was a statistically significant association between the mandated change processes,
IQMS, OBE, CASS, training and development and the quality of teaching as a work
performance indicator. 88.5% of the respondents believed that IQMS had a significant
influence on the current level of cooperation (which is high) to a large extent. More
courses/workshops/seminars attended on the management of change processes had a
positive influence not only on the ability of educators to manage the change processes but
also on their motivation levels. However, the number of courses/workshops/seminars
attended on the management of change had no influence on the rationalization and
redeployment of educators. Mandated change processes are accompanied by reactions
such as anxiety, fear, low morale and motivation which had a negative impact on the
work performance of educators.
The research results showed that educators should receive more intrinsic motivation. The
necessary financial resources should be mobilized to ensure that there is adequate
infrastructure and training for effective implementation of mandated change processes.
Educators should participate in all phases of mandated change processes. Principals and
other senior departmental officials should be made aware that effective implementation
of the change processes do not take place overnight but need more time.