Abstract
This study explores teachers' perceptions in secondary schools in the Tshwane West District about Quality Management Systems (QMS) as a vehicle for Continuous Professional Teacher Development (CPD). Despite the purported benefits of QMS in enhancing educational quality, there is scepticism about its practical effectiveness in fostering professional development among teachers. The purpose of the study is to investigate how QMS challenges can be effectively addressed through of CPD, with a particular focus on teachers' actual experiences. An extensive literature review uncovers significant challenges in successfully applying QMS and its supposed role in supporting CPD. The research navigates through the complex interplay of global educational discourses on accountability and managerialism, juxtaposed against the backdrop of resource constraints, framing the challenging landscape within which QMS operates. Employing a qualitative research approach grounded in a constructivist interpretivist paradigm, through analysis of policy documents complemented by interviews with eight teachers, the research offers a comprehensive insight into the impact of QMS on teaching practices.
The findings present a dichotomy of experiences: for some teachers, QMS emerges as a bureaucratic imposition that hinders their professional journey, while for others, it represents an opportunity for substantial professional development. The study identifies core challenges, including ambiguous implementation plans, disparate levels of teacher engagement, and ineffective feedback mechanisms. In discussing these findings, the dissertation contemplates the complex task of synchronising QMS with CPD goals. It posits that although QMS embodies the potential for promoting professional growth, it necessitates thoughtful policy reforms. Using the Reflective Practice theory as a lens, the research highlights the complex dynamics between QMS and CPD. It emphasises how teachers' reflective insights, systemic support, and practical application challenges are pivotal in leveraging QMS as an effective tool for curriculum and educational enhancement and teacher professional growth. The dissertation concludes that the effectiveness of QMS is contingent upon overcoming its practical challenges.
Keywords: Quality Management Systems, Continuous Professional Development, Teacher Perspectives, Implementation Challenges, Educational Reform.