Loading...
Teachers’ understandings of performance management in a collaboration school in the Western Cape
Author(s)
Mullins, Bridget-Ann
Date Issued
2024
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The Western Cape Education Department in South Africa has initiated an educational public-private partnership (PPP) known as the Collaboration Schools Programme. This study aimed to investigate the collaboration school initiative and assess its potential to drive meaningful educational transformation. It focused on the operationalisation of governance structures, particularly the performance management of teachers within collaboration schools and its impact on them.
The study utilised an interpretive philosophy and a qualitative case study approach. Semi-structured interviews with teachers, school management, and school governing body representatives were used to gather insights on how teachers perceive performance management within the collaboration school and how it impacts their professional roles.
Findings suggest that teachers' autonomy is curtailed due to confusion and compliance constraints as they navigate two distinct governance systems. This was exacerbated by additional challenges, including contract management and transparency. Findings also indicate that teachers experienced feelings of powerlessness and injustice due to the school's excessive focus on data and student results. Nevertheless, some teachers discovered a sense of belonging through shared reflections.
The study synthesis highlighted alignment with performativity, where neoliberal philosophy suggests that competitive market forces should shape education institutions. The study recommends the creation of policies and systems to improve the balance between accountability and professional autonomy so that school leaders and teachers can act with clarity to promote inclusive educational practices. The study contributes to the information on collaboration schools and adds to the knowledge of the influence of neo-liberalism within educational structures. In doing so, it aids in providing clarity and contributes to how education reforms, such as PPP, can use governance to ensure meaningful transformation in post-apartheid South Africa.
The study utilised an interpretive philosophy and a qualitative case study approach. Semi-structured interviews with teachers, school management, and school governing body representatives were used to gather insights on how teachers perceive performance management within the collaboration school and how it impacts their professional roles.
Findings suggest that teachers' autonomy is curtailed due to confusion and compliance constraints as they navigate two distinct governance systems. This was exacerbated by additional challenges, including contract management and transparency. Findings also indicate that teachers experienced feelings of powerlessness and injustice due to the school's excessive focus on data and student results. Nevertheless, some teachers discovered a sense of belonging through shared reflections.
The study synthesis highlighted alignment with performativity, where neoliberal philosophy suggests that competitive market forces should shape education institutions. The study recommends the creation of policies and systems to improve the balance between accountability and professional autonomy so that school leaders and teachers can act with clarity to promote inclusive educational practices. The study contributes to the information on collaboration schools and adds to the knowledge of the influence of neo-liberalism within educational structures. In doing so, it aids in providing clarity and contributes to how education reforms, such as PPP, can use governance to ensure meaningful transformation in post-apartheid South Africa.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2024
File(s)![Thumbnail Image]()
Loading...
Name
Mullins_Bridget-ann_220637369.pdf
Size
1.97 MB
Format
Adobe PDF
Checksum
(MD5):d9aff50b2f626bb93a91dd484093d4a7