Strategies for the implementation and management of developmental appraisal for educators a case study of schools in the Free State Province

Abstract

This research study investigates how educators are appraised and developed in South Africa. It further investigates whether Resolution No. 8 of 1998 (Developmental Appraisal Agreement) was implemented in 1999 as set out in the Developmental Appraisal Manual. The Developmental Appraisal for Educators was agreed upon by the Education Labour Relations Council (ELRC) with all Educator Unions.

The investigation about the South African practice is not complete without an investigation of the historical background of appraisal systems of other countries. The research seeks to look at how appraisal of educators was practised in South Africa during “Apartheid” and how it is to be practised during democracy. A discussion of the benefits of appraising educators was also undertaken, especially how countries throughout the world, like the United States of America, United Kingdom and Australia benefited from exercising the appraisal of educators and how South Africa will benefit from exercising the proper implementation and management of developmental appraisal of educators.

For proper implementation and management of developmental appraisal for educators and to realize the benefits thereof, strategies for implementation and management of developmental appraisal were devised, discussed and formulated to facilitate the process of appraising for developmental purposes in South Africa particularly in the Free State Province.

Educators’ responses from the distributed questionnaires and conducted interviews indicated the general tenets of educators’ opinions, attitudes and values regarding developmental appraisal for educators in the Free State Province. Educators further indicated expectations from the employer (The Department of Education (DoE) as outlined in the Resolution no. 8 of 1998 (dealing with Developmental aspects of Educators) and the collective Agreement Resolution Number 8 of 2003 (the Integrated Quality Management system).

The responses in the questionnaires provide a glimpse of what educators are expecting from managers of the appraisal system and what educators can manage to offer by appraisal.

The study has further shown that the implementation and management of developmental appraisal for educators, according to transparent and accountable procedures, may lead to increased productivity resulting in school improvements, educator improvement and learner improvement. Educators further recommended that Developmental Appraisal for educators must be regarded as a positive tool for growth and should not be enshrouded in an aura of secrecy, but be based on an accountable and transparent procedure.