- Title
- An assessment of the management of the quality of Education and its impact on Learners’ academic performance in selected Schools in Mthatha, South Africa
- Creator
- Kariyana, Israel
- Subject
- Quality education -- Schools -- South Africa Academic performance -- Learners -- South Africa -- Mthatha School management – Teaching and learning School management team (SMT)
- Date Issued
- 2015
- Date
- 2015
- Type
- Thesis
- Type
- Doctoral
- Type
- D Ed
- Identifier
- http://hdl.handle.net/11260/1302
- Identifier
- vital:30800
- Description
- The study sought to assess the impact on learners‘ academic performance of the management of the quality of education in South African schools. The study was conducted in ten independent and ten public schools in Mthatha. The study elicited information for quantitative data from 60 school management team (SMT) members, 200 educators and 400 learners who were randomly sampled from the participating purposively sampled schools. Qualitative data and document analysis were used to triangulate quantitative findings. Data collected was coded and analysed thematically. Quantitative data were analysed with the aid of the SPSS version 22 and qualitative data were analysed through content analysis. Quantitative data were presented through a blend of both descriptive and inferential statistics using tables and graphs. The study found that school management teams (SMTs) and educators were more aware than learners that there are national and provincial legislation mandates that guide the management of quality in education. However, stakeholders were of the view that schools did not use relevant national, provincial and school-based policies and procedures to guide the provision and management of quality in education. It also emerged that learners did not conduct themselves in a manner that promoted the provision of quality education. Participants were, nevertheless agreeable on the indicators of high-quality education. SMTs and educators held stronger views than learners about schools having clear vision and mission statements (VMS) in place but neither were displayed for all to see nor were they well known to and supported by the ii SMTs, educators and learners, thus they were not implemented. The study also established that respondents were aware of the educator-centred, SMT-centred as well as learner-centred factors that affected the quality of education and that factors that promote high-quality education were largely absent in schools. Stakeholders also agreed about the effects of factors that affected the quality of education on learner performance such as poor training and development of educators. It emerged that there were positive SMT-centred factors such as promoting professional development of staff; educator-centred factors including maintaining exceptional lesson planning standards and presentation skills; learner-centred factors being geared towards school work while high parental involvement in school activities emerged as the overriding home-based factor noted to have a strong, positive impact on the provision of quality education and learner performance. It also emerged from the study that inter-alia, stakeholders viewed performance measurement and management as important and holding SMTs and educators accountable for poor school performance as an imperative measure for the provision of quality education. Recommendations for practice and for further research were made with a view to improving the management of the quality of education in schools. In light of that, a model for the management of the quality of education and learner performance was proposed.
- Format
- xxx, 449 leaves
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Educational Sciences
- Language
- English
- Rights
- Walter Sisulu University
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WSU Department of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | KARIYANA ISRAEL DEd .pdf | 3 MB | Adobe Acrobat PDF | View Details Download |