Examining challenges in the implementation of performance appraisal on educators in Shiluvana Circuit, Mopani District, South Africa

• Main Author: Masetla, Modjadji Amanda
• Other Authors: Runhare, T.
• Format: Others
• Language: en
• Published: 2018
• Subjects: Performance appraisal; Evaluation; Implementation; Integrated Quality Management Systems; 371.150968257; Performance > South Africa > Limpopo; Competency based education > South Africa > Limpopo; Education > South Africa > Limpopo; Education tests and measurements > South Africa > Limpopo; Competency based educational tests > South Africa > Limpopo
• Online Access: Masetla, Modjadji Amanda (2018) Examining challenges in the implementation of performance appraisal on educators in Shiluvana Circuit, Mopano District, South Africa, University of Venda, Thohoyandou, South Africa.<http://hdl.handle.net/11602/1194>; http://hdl.handle.net/11602/1194

DEd (Educational Management) === Department of Educational Management === The study examined challenges in the implementation of performance appraisal on educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS District coordinator who were selected purposively, as they were directly involved in teacher appraisal. The study is qualitative which used interpretive paradigm research and case study research design. Qualitative data was generated through face–to-face interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1 IQMS district coordinator, focus group interviews with 18 teachers and documentary analysis. Thematic analysis was employed to analyse narrative data for the study. It was established that principals, deputy principals, teachers, IQMS circuit coordinator and IQMS district coordinator experienced challenges with teacher appraisal, challenges like inadequate commitment by teachers, inadequate trained principals, inadequate monitoring, lack of interest and backlog in teachers’ remuneration. The study recommends that principals, deputy principals and teachers be trained thoroughly for the effective implementation of the programme at schools, an expect official in IQMS to be permanently employed at circuit office for the successful implementation of the programme. Finally, informed by the conceptual framework of the study, it is recommended that the Accountability and Professional Development models for teacher appraisal be implemented in the circuit in order for all stakeholders to understand and effectively play their roles on teacher appraisal. To improve the current situation, cyclical stakeholders teacher appraisal model is suggested which suggests that IQMS structures to be set at national, provincial, district, circuit and school levels as substantive offices. IQMS structures to be trained by circuit on IQMS policy and implementation strategies using cascading approach. === NRF