the role of the school management team in implementing the development appraisal system

164 Pages·2009·13.82 MB·English

THE ROLE OF THE SCHOOL MANAGEMENT TEAM IN
IMPLEMENTING THE DEVELOPMENT APPRAISAL SYSTEM
MAMPAI ROSIE KOLOKO
SPTD, BTech, BEdHons
Mini-dissertation submitted in fulfilment of the requirements for the degree Masters in
Education at the Potchefstroom Campus of the North-West University
Supervisor: Dr H.J. Van Vuuren
November 2008
Potchefstroom
ACKNOWLEDGEMENTS
I wish to articulate my profound gratitude to:
• The Almighty, who made things possible for me during the entire exercise, His name
be glorified for His grace and blessings.
• My supervisor, Dr Herman J. Van Vuuren, who was a tower of strength to me,
whose assistance, support, inspiration and most of all giving me courage to go on,
without him I could have not accomplish my wishes.
• The North-West Department of Education for granting me the permission to conduct
research in the Coligny cluster, Lichtenburg APO.
• To the school management team and teachers of the primary school in the
Lichtenburg APO (school as case study) who enthusiastically authorized me in their
tight schedule and willingly to be interviewed.
• Mrs. Yvonne Bucwa of the Ferdinand Postma Library for all the assistance and
support she offered with research information.
• To Mrs Maureen Ledibane, the English lecturer from Department of English North-
West University, for editing this paper.
• To Mrs Malineo Matsela who inspired me through the completion of my studies.
• To Mrs Botsang Lekoma, Ms Kidi Makena and Mr Wilson Tshojane who played a
vital role as mentors and giving me bravery to carry on with my studies.
• I also acknowledge with gratitude the North-West University Potchefstroom for the
financial assistance they allotted me.
• Lastly, to all people who contributed to the success of this research project.
DEDICATION
To the Almighty, His name be glorified, for His grace and blessings during the entire
exercise.
To my late father, Elliot Koloko and my loving mother, Martha Mapula Koloko who taught
me to believe in myself.
To my son Neo for being so supportive and tolerance he showed during my studies.
To my brothers Boi, Lerato and sisters Yvonne, Victoria, and Kelebogile who believed that I
will make it and attain this academic qualification.
To my typists Lindiwe Mzola and Cinga Ntyatyela for being so understanding and patient.
To my friends Rebecca Phala, Ruth Selamolela, Siena Rampai, Violet Coku, Stella Modise,
Joyce Ditabo and Rachel Ledwaba for giving me the will to go and, their role have made a
positive impact in my life.
SUMMARY
The research deals with the Developmental Appraisal System (DAS) which was
introduced in 1998 to address the professional development of teachers in the Republic
of South Africa. This process was influenced inter-alia by the following challenges
which seem to be faced by teachers, namely: development of teachers' professionalism,
personal growth, and promotion of teachers.
The purpose of this research was to determine the role of the school management team
(SMT) to implement the required Development Appraisal System (DAS) as part of the
Integrated Quality Management System (IQMS). The focus of this research was the
professional development of teachers, which inevitably involves the role of the school
management team (SMT) in implementing the Developmental Appraisal System (DAS)
in schools. The role of the School management team was subsequently studied in
relation to the implementation of the DAS policy with a focus on the composition of the
SMT, the roles, responsibilities and core duties of the different members of the SMT.
The collected information from the literature review formed a basis for the development
of a management plan as part of a theoretical framework for the school management
team to effectively implement the Developmental Appraisal System (DAS) in the school.
The research made use of a qualitative case study to determine the extent of the role of
the school management teams to implement the Development Appraisal System policy
in a primary school in the Lichtenburg APO. Data was collected through the use of
semi-structured interviews and focus group discussions. The target population of this
research was the members of the school management team as well as purposefully
selected teachers from a specific school.
Findings include amongst other insufficient competence of school management
members to implement the Development Appraisal System effectively. Guidelines were
accordingly formulated for the improvement of the expertise of the school management
team to implement the Developmental Appraisal System in the school that serves as the
study population for the qualitative case study. The research concluded that if the
Developmental Appraisal System is effectively implemented according to policy and by
IV
taking into account the needs of the teachers; it may be to the benefit of all stakeholders
of the school community.
OPSOMMING
Die navorsing handel oor die implementering van die Ontwikkeling-evalueringstelsel
(Developmental Appraisal System) wat gedurende 1998 gei'nisieer is om die
professionele ontwikkeling van onderwysers in Suid Afrika te bevorder. Die
implementering van die evalueringstelsel is onder andere bemoeilik deur uitdagings van
'n professionele aard, persoonlike groei in die onderwys en die beperkte
bevorderingsgeleenthede vir onderwysers.
Die doel van die navorsing was om die rol van die skoolbestuurspan te ondersoek
betreffende die implementering van die Ontwikkelingevalueringstelsel as deel is van die
gefntegreerde bestuurstelsel. Die fokus van die navorsing was die professionele
ontwikkeling van die onderwysers wat noodgedwonge die rol van die skoolbestuurspan
ten opsigte van die implementering van die Ontwikkeling-evalueringstelsel betrek het.
Dusdanig is die rol van die skoolbestuurspan bestudeer met betrekking tot die
samestelling van die bestuurspan, die rolle van bestuurslede, verantwoordelikhede en
kerntake van die verskillende skoolbestuurders. Die inligting bekom vanuit 'n
uitgebreide literatuurstudie het 'n basis gevorm waarvan 'n bestuursraamwerk
saamgestel is vir die skoolbestuurspan ten einde die Ontwikkeling-evalueringstelsel
effektief te implementeer in die skool wat deelgeneem het aan die navorsing.
Die navorsing is gebaseer op 'n kwalitatiewe gevallestudie om die rol van die
skoolbestuurspan te ondersoek aangaande die implementering van die voorgeskrewe
Onwikkeling-evalueringstelsel van 'n bepaalde skool. Data was versamel deur die
gebruik van semi-gestruktureerde onderhoude en fokusgroep besprekings. Die
teikenpopulasie van die navorsing het die lede van die skool se bestuurspan sowel as
doelmatig geselekteerde onderwysers van die skoolpersoneel ingesluit.
V
Van die bevindinge het onder andere aangedui dat onvoldoende bevoegdheid van die
lede van die skoolbestuurspan ge'identifiseer is met betrekking tot die effektiewe
implementering van die Ontwikkeling-evalueringstelsel in die skool. Riglyne is
saamgestel vir die verbetering van die kundigheid van die skoolbestuurspan van die
skool wat aan die navorsing deelgeneem het ten einde die Ontwikkeling-
evalueringstelsel effektief te implementeer.
Die navorsing kom tot die slotsom dat indien die implementering van die Ontwikkeling-
evalueringstelsel volgens beleid en behoeftes van die onderwysers geimplementeer
word, die evalueringstelsel tot voordeel van al die rolspelers van die skooigemeenskap
kan wees.
VI
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
DEDICATION
SUMMARY
OPSOMMING
List of tables xiii
List of figures xiv
List of acronyms xv
CHAPTER 1: ORIENTATION 1
1.1 INTRODUCTION 1
1.2 PROBLEM OF STATEMENT 3
1.2.1 Research questions 3
1.2.2 Research aims 4
1.3 METHODS OF RESEARCH 4
1.3.1 Literature review 5
1.3.2 Case study 5
1.3.3 Study population 6
1.3.4 Research techniques 6
1.3.4.1 Interviews 6
1.3.4.2 Focus group discussions 6
1.3.4.3 Coding of data 7
1.4 DIVISION OF CHAPTERS 7
CHAPTER 2: THE DEVELOPMENT APPRAISAL SYSTEM IN
EDUCATION (DAS) 8
2.1 INTRODUCTION 8
2.2 CONCEPT CLARIFICATION 9
2.2.1 Appraisal 9
2.2.2 Evaluation 10
VII
2.2.3 Performance appraisal 10
2.2.4 Performance management 11
2.3 THE INTEGRATED QUALITY MANAGEMENT SYSTEM (IQMS) 12
2.3.1 Background 12
2.3.2 Characteristics of the Integrated Quality Management System (IQMS) 13
2.3.3 Purposes 14
2.3.4 Whole school evaluation (WSE) 15
2.3.5 Underpinning beliefs 16
2.3.6 Summary 17
2.4 APPRAISAL AS PROFESSIONAL DEVELOPMENT 18
2.4.1 Teacher appraisal 19
2.4.2 Performance appraisal 20
2.4.3 Performance management 22
2.4.4 Appraisal and school management 23
2.4.5 Summary 25
2.5 THE PURPOSE OF APPRAISAL 25
2.5.1 The aims of appraisal 28
2.6 THE DEVELOPMENT APPRAISAL PROCESS 29
2.6.1 The preparation phase 29
2.6.2 The evaluation phase 30
2.6.3 Evaluation of teachers 32
2.6.4 Evaluation aims 32
2.6.5 Who evaluate? 33
2.6.6 What to evaluate? 34
2.6.7 Why evaluate? 34
2.6.8 How to evaluate? 34
2.6.8.1 Evaluation by seniors 35
2.6.8.2 Evaluation by peers 36
2.6.8.3 Self-evaluation 36
2.6.9 The follow-up phase 37
2.6.10 Criterion-based evaluation 38
2.6.10.1 Core criteria 38
VIII
2.6.10.2 Universal criterion for teachers 39
2.7 TASK GROUPS 41
2.7.1 The appraisal panel 41
2.7.2 The School Development Team (SDT) 41
2.7.3 The School Management Team (SMT) 42
2.7.4 The Development Support Group (DSG) 42
2.7.5 Summary 43
2.8 GUIDING PRINCIPLES TO IMPLEMENT THE DEVELOPMENT
APPRAISAL SYSTEM (DAS) 43
2.8.1 Summary 45
2.9 REQUIREMENTS FOR IMPLEMENTING A DEVELOPMENT
APPRAISAL SYSTEM (DAS) 45
2.9.1 Organisational climate 45
2.9.2 A learning and teaching culture 45
2.9.3 Commitment of teachers 46
2.9.4 Professional development 47
2.10 PITFALLS IN IMPLEMENTING THE DEVELOPMENT APPRAISAL
SYSTEM (DAS) 49
2.10.1 Disadvantages of teacher appraisal 49
2.10.2 Factors of successful appraisal 50
2.10.3 Summary 51
2.11 CONCLUSION 51
CHAPTER 3 THE ROLE OF THE SCHOOL MANAGEMENT TEAM IN
IMPLEMENTING THE DEVELOPMENT APPRAISAL
SYSTEM 52
3.1 INTRODUCTION 52
3.2 An overview of school managers in education 52
3.3 The organizational structure 53
3.3.1 An education management perspective 54
3.4 THE COMPOSITION OF THE SCHOOL MANAGEMENT TEAM (SMT) 55
IX
3.4.1 The responsibilities of the School Management Team (SMT) 56
3.4.2 The role of the School Management Team 58
3.4.2.1 Interpersonal role 61
3.4.2.2 Information role 61
3.4.2.3 Decision-making role 61
6.4.3 Summary 62
3.5 DUTIES OF THE MEMBERS OF THE SCHOOL MANAGEMENT TEAM
(SMT) 63
3.5.1 The principal 63
3.5.2 The deputy principal 65
3.5.3 The head of department 66
3.6 THE FUNCTIONS OF THE SCHOOL MANAGEMENT TEAM (SMT) 67
3.6.1 Planning 68
3.6.2 Organizing 68
3.6.3 Leading 68
3.6.4 Controlling 68
3.7 PRINCIPLES FOR THE IMPLEMENTATION OF THE DEVELOPMENT
APPRAISAL SYSTEM (DAS) 69
3.7.1 Planning principles 70
3.7.2 Organizing principles 70
3.7.3 Staffing principles 70
3.7.4 Directing principles 71
3.7.5 Controlling principles 71
3.8 BARRIERS FOR THE IMPLEMENTATION OF THE DEVELOPMENT
APPRAISAL SYSTEM (DAS) 72
3.8.1 Communication as a factor to deal with barriers to implement DAS 74
3.9 A PROPOSED SCHOOL MANAGEMENT PLAN FOR APPRAISAL 75
3.9.1 A school improvement policy for the implementation of DAS 76
3.9.2 An analysis of DAS implementation 77
3.9.3 Inefficient implementation of the development appraisal system (DAS) 77
3.9.3.1 Individual teacher complexities 77
3.9.4 Working circumstances 78