Abstract
The purpose of this research was to investigate the impact of IQMS on school leadership. Based on this, the researcher sought to recommend a management strategy to assist school leadership to cope with the challenges posed by IQMS.
The Integrated Quality Management System (IQMS), a national initiative, is essentially associated with the enhancement of teaching and learning. IQMS comprises three components: Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE). The three components ought to complement each other and run concurrently. The role of the leader (principal) is central to the management of a school hence the school leader is ultimately responsible for the implementation of this expansive system. Because of the tremendous challenges inherent in IQMS, it is necessary to ascertain the effect of IQMS in schools, in particular on school leadership.
In order to undertake this research, I used the quantitative research method in order to engage the questionnaire as a research instrument. The sample consists of schools in four districts of the Gauteng Department of Education (GDE). Former Education Departments according to primary and secondary schools are represented proportionately, based on representation within the GDE. In order to determine the impact of IQMS on school leadership, it was necessary to determine how successful the implementation of IQMS is. It was therefore necessary to quantify respondents’ level of understanding IQMS and to what extent they believe in IQMS. In addition to these factors, it seemed appropriate to include a factor that encompasses school leadership and educator appraisal.
The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were:
• A large majority of educators within GDE received training in IQMS.
• The quality of the IQMS training was compromised by the brevity of training sessions.
• Some of the trainers conducted the training sessions in a mechanical manner.
• Districts are ill-prepared to support the implementation and monitoring of the IQMS process.
• Educator development is an essential aspect of IQMS as it promotes effective teaching and learning.
• Educators do not have sufficient time to serve on DSGs.
• Lack of material and human resources inhibits the successful implementation of the IQMS process.
Based on the findings of the research, possible strategies are recommended to address certain shortcomings in the implementation of IQMS:
• how to improve training initiatives for educators in order to ensure effective implementation of the IQMS process.
• the role of district officials with regard to the implementation and monitoring of the IQMS process.
• ensuring that stakeholders have a common understanding of all new policies being implemented.
• making provision for adequate human resources which is pivotal to the effective implementation of IQMS.
Dr. I.D. Hariparsad
Prof. K.C. Moloi