The implementation of integrated quality management system in schools : experiences from Mayville ward.

Abstract

This study examines the experiences of the school management teams and educators of Mayville ward schools regarding the implementation of Integrated Quality Management Systems (lQMS) policy at school level. The research was conducted as a case study in the Mayville Ward Schools in Durban, KwaZulu Natal, South Africa. This study was looking at the recently introduced educator evaluation system that is being in schools called Integrated Quality Management System (IQMS). This study also elaborates on the changes in the education history from the apartheid system to the democratic system of education. Three schools participated in the study (two secondary schools and one primary school). These schools were purposively selected using convenience and easy access, as well as, the fact that they had started implementing the IQMS policy, as the main criteria for selection. Semi-structured interviews were used to gather data from principals, heads of departments as well as post-level one educators about their experiences of IQMS implementation. The findings indicated that while the IQMS policy was good on paper but it was extremely difficult to implement. Issues of honesty and trust were at the root of the difficulties that make IQMS implementation difficult. The participants' understanding of IQMS was that it was meant for the provision of quality education and development.