Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/1240
Title: Managing teacher performance and its appraisal : dilemmas of school principals
Authors: Mpungose, Jabulani E.
Ngwenya, Thengani H.
Keywords: Appraisal;Implementation;IQMS;Peer group;Performance measurement;Professional development;Salary increase
Issue Date: 2014
Publisher: Scientific Methodical Center
Source: Mpungose, J.E. and Ngwenya, T.H. 2014. Managing teacher performance and its appraisal : dilemmas of school principals. Problems of Education in the 21st Century. 62 : 74-85.
Abstract: Utilizing a grounded theory approach to understand the issues surrounding teachers’ performance appraisal, the researchers investigate the principals’ understanding of the Integrated Quality Management System (IQMS) and also explore the problems and flaws in its implementation. A purposive sampling procedure was used to select six school principals from three education regions in KwaZulu-Natal for the study. The results of the data analysis indicate that the implementation of the IQMS at schools has not been smooth. There has been a lot of hostility, negativity and resistance from the teachers that were appraised. The challenges that the principals were faced with, emanated from the lack of coordination, lack of trust, lack of clarity of roles and poor training. It is recommended that trust and better understanding be built between principals and teachers through information-sharing seminars and workshops, and regular feedback from the education officials.
URI: http://hdl.handle.net/10321/1240
ISSN: 1822-7864
Appears in Collections:Research Publications (Arts and Design)

Files in This Item:
File Description SizeFormat 
ngwenya___mpungose_vol_62.pdf516.76 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

303
checked on Feb 18, 2018

Download(s) 50

351
checked on Feb 18, 2018

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.