Abstract:
The study examined challenges in the implementation of performance appraisal on
educators in Shiluvana Circuit in Mopani District, Limpopo Province. The study focused
on 5 principals, 5 deputy principals, 18 teachers, 1 IQMS circuit coordinator and 1 IQMS
District coordinator who were selected purposively, as they were directly involved in
teacher appraisal. The study is qualitative which used interpretive paradigm research
and case study research design. Qualitative data was generated through face–to-face
interviews, with the 5 principals, 5 deputy principals, 1 IQMS circuit coordinator and 1
IQMS district coordinator, focus group interviews with 18 teachers and documentary
analysis. Thematic analysis was employed to analyse narrative data for the study. It was
established that principals, deputy principals, teachers, IQMS circuit coordinator and
IQMS district coordinator experienced challenges with teacher appraisal, challenges like
inadequate commitment by teachers, inadequate trained principals, inadequate
monitoring, lack of interest and backlog in teachers’ remuneration. The study
recommends that principals, deputy principals and teachers be trained thoroughly for the
effective implementation of the programme at schools, an expect official in IQMS to be
permanently employed at circuit office for the successful implementation of the
programme. Finally, informed by the conceptual framework of the study, it is
recommended that the Accountability and Professional Development models for teacher
appraisal be implemented in the circuit in order for all stakeholders to understand and
effectively play their roles on teacher appraisal. To improve the current situation, cyclical
stakeholders teacher appraisal model is suggested which suggests that IQMS structures
to be set at national, provincial, district, circuit and school levels as substantive offices.
IQMS structures to be trained by circuit on IQMS policy and implementation strategies
using cascading approach.
