| Summary: | M.A. (Public Management and Governance) === The Department of Education has been faced with challenges regarding the improvement of quality teaching and learning in South African schools. This led to the Department of Education’s endeavors to ensure that the goals and objectives set for improving the quality of teaching and learning were achieved by putting the Developmental Appraisal and Whole School Evaluation Systems in place to address the challenges in education. The Developmental Appraisal System and Whole School Evaluation System were, however, not successfully implemented, hence the Department of Education’s agreement with unions in the Education Labour Relations Council to integrate all the systems into an Integrated Quality Management System. The perception of the effectiveness of the Integrated Quality Management System (IQMS) as a tool for monitoring teacher performance is the focus of the study. Documentary sources on the evaluation of the purpose, objectives and performance of the IQMS and the role-players in the implementation process have been assessed. Semi-structured interviews were also conducted with members of the School Development Teams and the School Governing Bodies of the four selected secondary schools. It was found that the teachers were not totally against the IQMS as a tool for evaluating performance and providing for development which could lead to high levels of learner achievement and broader school improvement. However, the way in which the IQMS was implemented posed a challenge to its authenticity. The fact that even ineffective teachers benefitted from the rewards received and that learners’ achievements were not considered, was cause for concern. The School Governing Body members who were interviewed were also concerned about their partial involvement in conducting Internal Whole Evaluations, as data was not used efficiently and effectively to influence decision making and planning towards school improvement. The minimal training provided by the Department of Education hampered the process of assisting the School Governing Body members to realize the goals of achieving quality education. There was also concern that the Department of Education should provide resources that would assist in the realization of quality education especially in no-fee paying schools. It is clear that accountability for poor or underperformance in schools cannot be one-sided as all stakeholders must ensure that the development of teachers is effective and will maximise the potential for better learner achievement and school improvement. All the stakeholders interviewed viewed the IQMS as a step in the right direction but believed that intense advocacy should be undertaken and rigorous training provided for all stakeholders to understand the drive towards achieving quality education. The recommendations made to the Department of Education by scholars and educators who are interested in achieving quality education for all should be welcomed and implemented and efforts towards the upliftment of education should not be a futile exercise. Engagements with all stakeholders, even at grassroots level, are vital to give those in the leadership have direction as to what the real needs are.
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