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vol.34 número1Teachers' perceptions of the integrated quality management system: lessons from Mpumalanga, South AfricaDisciplinary practices in schools and principles of alternatives to corporal punishment strategies índice de autoresíndice de assuntospesquisa de artigos
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South African Journal of Education

versão On-line ISSN 2076-3433

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MOSOGE, M J  e  PILANE, M W. Performance management: the neglected imperative of accountability systems in education. S. Afr. j. educ. [online]. 2014, vol.34, n.1, pp. 1-18. ISSN 2076-3433.

The first aim of this paper is to clarify the concept "performance management" as an aspect of the Integrated Quality Management System (IQMS). The second is to report on an exploration into the experiences and perceptions of management teams in the implementation of performance management. As part of the qualitative research design, the individual interview was selectedfor use in this research. Fifteen participants drawn randomlyfrom 24 schools were interviewed. The findings revealed the weakness of integrating development with appraisal since it leads to the neglect of development in favour of appraisal which is linked to incentives. A lack of knowledge and expertise on the IQMS processes such as mentoring, coaching, and monitoring was found to hamper the zeal to implement performance management. Teachers, as co-developers of education policy on the ground, act as a driving force behind the actualisation of transformation in education. The development of teachers is therefore crucial in an education system that is in the grips of transformation.

Palavras-chave : academic achievement; assessment; development; evaluation; management; performance management; school management teams; training; performance.

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