Abstract
The study examines the challenges in implementing the Whole School Evaluation policy in secondary schools within a province in South Africa. Despite its introduction in 2003, the WSE policy has struggled to achieve its intended goals of improving educational quality and learner performance. This research, motivated by the persistent issue of poor learner outcomes, explores the systemic barriers that hinder effective WSE implementation. Using a qualitative approach, data was collected through semi-structured interviews with 18 participants, including school management team members, district officials, and provincial officials involved in WSE processes. The findings reveal critical challenges, such as inadequate human resources, insufficient funding, poor support and monitoring mechanisms, a lack of proper training, and resistance from unions. These issues collectively undermine the efficacy of the WSE policy, limiting its impact on improving school performance. The study concludes with recommendations aimed at enhancing the implementation of WSE, including increasing human resources, decentralizing budget allocation, strengthening support structures, providing continuous training, engaging unions in the evaluation process, and promoting a culture of transparency and accountability. These insights are crucial for policymakers and educators seeking to address the gaps in WSE implementation and improve the quality of education in South African schools.