Teacher perceptions of professional development within the Integrated Quality Management System (IQMS) in a Western Cape school

Abstract

In 2003, the national department of education and teacher unions agreed on an Integrated Quality Management System (IQMS) with the intention of improving the quality of teaching and learning in South Africa. However, studies conducted by Johns (2018:62), Mthembu, (2017:89), Joubert (2016:102), and Centre for Development and Enterprise (2015) claim that the understanding and implementation of the IQMS policy is at variance with the purpose for which it was created. Joubert (2016:102-105) and Pylman (2015:58), furthermore, indicate that teachers generally do not perceive the IQMS as a tool to enable professional development. This study explored perceptions of teachers in one Metro South Education District school in the Western Cape regarding the IQMS as a tool for teacher professional development, as teachers are the key implementers of this process. The Department of Basic Education has, since the inception of IQMS, supported provinces with the effective implementation of this system and continues to support provinces as reported by the Portfolio Committee to the Department of Education in 2019 (RSA:2019). This study concluded that senior school management and post level one teachers have different perceptions about the IQMS as a tool for professional development. In addition, job-embedded types of teacher professional development should be formalised in this particular school. To ensure the effective implementation of the IQMS, the school development team has to develop an internal continuous appraisal system utilized in conjunction with the system to monitor that reflective practice takes place.