Performance Management: The Neglected Imperative of Accountability Systems in Education

Autor/inn/en	Mosoge, M. J.; Pilane, M. W.
Titel	Performance Management: The Neglected Imperative of Accountability Systems in Education
Quelle	In: South African Journal of Education, 34 (2014) 1, Artikel 834 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Accountability; Academic Achievement; Job Performance; Governance; School Administration; Concept Formation; Teacher Attitudes; Program Implementation; Barriers; Familiarity; Value Judgment; Administrator Attitudes; Total Quality Management; Foreign Countries; Qualitative Research; Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Verantwortung; Schulleistung; Work performance; Arbeitsleistung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Concept learning; Begriffsbildung; Lehrerverhalten; Werturteil; Quality management; Qualitätsmanagement; Ausland; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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 selected for use in this research. Fifteen participants drawn randomly from 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. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01