Challenges Experienced by School Development Team (SDT) in the Implementation of Integrated Quality Management System (IQMS)

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Phillimon Ntshwane Mothapo, Makwalete Johanna Malatji


This study investigated the challenges experienced by School Development Team (SDT) in the implementation of Integrated Quality Management System (IQMS). The study adopted a qualitative approach with a case study research design. Purposive sampling was used to select ten participants consisted of four School Development Team (SDT) members (Principals, Departmental head, Whole School Evaluation coordinator and Educators). Individual interviews and document analysis were used to collect data. Thematic approach was used to analyse data. The results of the study revealed that SDT members are not supported enough when it comes to implementation of IQMS. The results of the study further revealed that IQMS has a lot of work and is time consuming. Self-evaluation scores were usually high due to the need for salary progression, not all educators are computer literate, and as a result, they were not able to use computers when performing IQMS activities. The study concluded that IQMS is not effectively implemented because it is implemented for compliance and monetary benefits. The study recommends that: SDT should be supported on regular basis in the implementation of IQMS; IQMS activities and teaching activities should be treated equally; self-evaluation should be done objectively and SDT should be intensively trained on computer literacy.

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