Educators’ perspectives on the implementation of Quality Management Systems in Secondary schools within Chris Hani District, South Africa

Educators’ perspectives on the implementation of Quality Management Systems in Secondary schools within Chris Hani District, South Africa

Mandla Nathaniel Mkontwana & Owen Madalambana

Issue: Vol. 7 No. 3 2026 Article 6 pp.287- 298
DOI : https://doi.org/10.38159/jelt.2026736 Published online 13th April 2026.

14 Downloads

DOWNLOAD PDF

ABSTRACT

This study explored educators’ perceptions of the implementation of the Quality Management System (QMS) in selected secondary schools within the Chris Hani District, South Africa. Drawing on the theoretical framework of Total Quality Management (TQM) in education, the study critically examined the challenges, resistance, and contextual factors influencing QMS adoption. The findings revealed that educators had varying and often negative perceptions of QMS due to a lack of training, poor communication, and limited understanding of its developmental purpose. Resistance was further compounded by the absence of transparency during evaluation processes, anxiety associated with performance appraisals, and inadequate support from school management teams (SMTs) and external moderators. The study underscores the importance of continuous professional development, internal capacity-building, and collaborative stakeholder engagement to foster a culture of quality and accountability. It concludes that for QMS to be effectively implemented, it must be repositioned as a supportive and developmental tool, aligned with the principles of TQM to ensure sustained improvement in teaching and learning outcomes. Through its interpretivist, qualitative design, the study enriches methodological discourse by demonstrating the value of capturing educators’ narratives to uncover the socio-cultural and institutional dynamics that shape quality management in schools. This research advances the scholarship on educational management by linking theoretical constructs of TQM with the real-world experiences of educators, thus offering a framework for rethinking quality assurance as a participatory and developmental process within the South African education system.

Keywords: Quality Management System, Educator Perceptions, Total Quality Management, School Evaluation, Educational Leadership

BIBLIOGRAPHY

Ahea, Md Mamoon-Al-Bashir, Md Rezaul Kabir Ahea, and Ismat Rahman. “The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education.” Journal of Education and Practice 7, no. 16 (2016): 38–41.

———. “The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education.” Journal of Education and Practice 7, no. 16 (2016): 38–41.

Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101.

Dyosini, Thokozane P. “Professional Development of Teachers: Perceptions and Challenges of Foundation Phase Teachers.” South African Journal of Childhood Education 14, no. 1 (November 15, 2024). https://doi.org/10.4102/sajce.v14i1.1572.

Mathew, Richard, Hilda Pillay, and Kiran Bala. “Educators’ Perceptions and Readiness towards Performance Appraisal Systems.” International Journal of Educational Management 29, no. 4 (2015): 444–56.

Matorera, Douglas. “The Significance of Teacher Development in Improving Quality Education: A Case of South African Public Schools.” Journal of Education and Human Development 7, no. 2 (2018): 88–97.

Owuotanda, John S. “Challenges in the Implementation of Performance Management Systems in Public Secondary Schools: A South African Case.” African Journal of Education and Practice 6, no. 1 (2020): 75–92.

Stevenson, Henry J. “Teacher Appraisal Systems and Professional Growth: A South African Analysis.” South African Journal of Education 38, no. 3 (2018): 1–12.

AUTHOR(S)

Mandlenkosi Nathaniel Mkontwana is a South African academic and experienced educator currently serving as a lecturer at Walter Sisulu University, Komani Campus. He holds a PhD in Education (2025) and multiple postgraduate qualifications in history, governance, and heritage studies from the University of Fort Hare, the University of Pretoria, and the University of the Free State. With over three decades of experience in the education sector, including roles as Head of Department and Acting Principal, his expertise spans inclusive education, curriculum studies, and educational leadership. His academic and professional work reflects a strong commitment to advancing teaching, learning, and educational transformation in South Africa.

Owen Madalambana is serving as Deputy Head of Department and Senior Lecturer at Walter Sisulu University. In this role, he contributes to both academic and administrative functions, including curriculum planning, faculty mentorship, and the promotion of a culture of continuous professional development. He has also published peer-reviewed articles in accredited journals, contributing to scholarly discourse in his fields of interest. He is actively strengthening his scholarly expertise through participation in internal and external academic reviews of postgraduate programs and examination processes. His research niche areas are History Education, Educational Leadership and Management, Inclusive Education and higher education transformation agendas. His ongoing scholarly work and professional engagements reflect a strong commitment to advancing educational practice and fostering inclusive, evidence-based approaches to leadership and teaching. He is also participating in quality assurance as a catalyst for transforming higher education, focusing on the contextual challenges and opportunities that shape South African higher education.

TO CITE ARTICLE

Mkontwana, Mandla Nathaniel, and Owen Madalambana. “Educators’ perspectives on the Implementation of Quality Management Systems in Secondary schools within Chris Hani District, South Africa.” Journal of Education and Learning Technology 7, no.3 (2026): 287 – 298. https://doi.org/10.38159/jelt.2026736