Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa

Abstract

This article examines the attitudes and perceptions of teachers regarding the implementation of the Integrated Quality  Management System (IQMS). In doing so, it aims to contribute to the global discourse of change management in education. The system is intended to develop educators by enhancing their capabilities to inculcate a culture of teaching and learning. Using a qualitative research design, in which open-ended interviews were conducted, the study canvassed the views of stakeholders resulting from their personal experiences of IQMS. Having reflected on the current implementation model, the major contribution of the study is to posit an alternative model. The alternative implementation model proposes a bottom-up approach; continuous development; sustained (rather than once-off) training conducted by credible teams of eminent persons and strong leadership. Furthermore, the model should be well-resourced and be anchored on partnerships; concurrency of  thrust; staggered changes and based on the following principles adapted from development discourse: participation,  empowerment, ownership, learning, adaptability, and simplicity. There is consensus among stakeholders that the IQMS was implemented too rapidly. They recommended a longer, continuous training period that focuses on teacher development, thus delinking money issues from the IQMS, as well as engaging dedicated teams in order to ensure impartiality.

Keywords: education; educators; Integrated Quality Management System; learning; principals; teaching; teacher development