Using appreciative inquiry and gender to focus on performance management and continuous professional development in South African schools

Abstract

Scholars in the field of performance management concur that the ultimate purpose of a performance management system is two-fold, namely to promote accountability and facilitate the continuous professional development of the employees of an organisation. This article seeks to explore how male and female educators perceive the integrated quality management system (IQMS) from an appreciative inquiry (AI) approach. An exploratory, qualitative design within the AI framework was used, and both male and female educators in selected primary and secondary schools were interviewed. The participants were encouraged to narrate positive experiences relating to the role of the IQMS in their schools. Participants also expressed a desire to use IQMS programmes to develop continuously in their profession. This study provides a pragmatic approach aimed at understanding the role of the IQMS in promoting accountability and in facilitating continuous professional teacher development to the benefit of both learners and schools. This study therefore complements the existing body of knowledge by means of a positive approach to appraisal and its role in the continuous professional development of educators in schools.

Keywords: appreciative inquiry; performance management system; professional development; continuing professional teacher development; integrated quality management system