Abstract:
The shift from an integrated quality management system to the current quality management system has unveiled fresh avenues for research. This study, conducted in Tshwane, South Africa, delved into how the quality management system affects the growth of secondary school educators. A conceptual framework was constructed, combining Sims' four developmental purposes with Gilmour's factors for enriching teacher quality. This framework focussed on the dynamic relationship between quality management and professional development.
Employing a qualitative research methodology, the study conducted semi-structured interviews with eight purposively chosen participants. Their insights revealed a consensus: the quality management system held substantial value and was acknowledged for its influence on educators' professional growth. It suggested that educators who highly regard such a system and consistently advance professionally can significantly elevate the quality of teaching and learning.
The study underscores the potential of a quality management policy to augment educators' professional development, emphasizing the need to merge this system into professional growth initiatives. The study argues for implementing continuous classroom monitoring overseen by departmental heads, accompanied by meaningful and constructive feedback for educators. Essential to this process is the sustained professional advancement of educators, which necessitates ongoing training opportunities, whether internally conducted within schools or externally sourced.
Ultimately, the research reaffirms that an active, supportive approach motivates and assists educators in leveraging a quality management system for their professional progression. This integration promises not just the improvement of committed educators but, by extension, the enhancement of the overall quality of the teaching and learning landscape.
