A performance management framework for self-managing schools in an emerging economy

Abstract

The integrated quality management system (IQMS) as a performance management framework is mostly inadequate for school-based performance management. Literature branded it as a compliance system (Mamabolo et al., 2022) that does not allow school stakeholders the independence to take part in developing their own strategies. The study debates the amalgamation of the IQMS and the balanced scorecard (BSC) to develop a framework for self-managing schools in an emerging economy. Semi-structured interviews with members of schools’ management teams, were conducted and a qualitative research approach guided this study based on a design-based research (DBR) method. Our results show that a school-based performance management framework must be distinct, have a mission-focused strategy, involve all stakeholders, and be time efficient. Further, our results suggested that the performance management framework be updated on a regular basis to drive the school’s base strategy, learner academic and extracurricular achievement, and stakeholder satisfaction. While the IQMS links to managerialism (Mpungose & Ngwenya, 2017), the researchers argue that self-managing schools are linked to the participatory democracy theory (PDT) and accommodate stakeholder involvement. The framework combines the valuable criteria of the IQMS with the benefits of the BSC to contribute towards performance management in public schools.