A Review of the Implementation of Public Service Reforms by Zimbabwe Revenue Authority (2011)

Matunhu, Jephias; Matunhu, Viola

doi:10.1080/09718923.2014.11893237

Cited by 3 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since Zimbabwe's independence in 1980, various initiatives have been undertaken that were aimed at improving service delivery of the public employees (Zvavahera, 2014). A number of systems which include the Public finance management system, Mission statements, Clients charter and the Performance appraisal system were tried before the current performance evaluation system (Matunhu & Matunhu, 2014;Zvavahera, 2014). At independence, the new government of Zimbabwe embarked on an ambitious expansion of the education system at all levels (Chivore, 1992).…”

Section: Background Information On Zimbabwementioning

confidence: 99%

The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences

Musodza

Cishe

Mapangwana

2021

JESR

View full text Add to dashboard Cite

The design of a performance evaluation system should ideally be inclusive and participatory to enhance stakeholders’ buy-in, acceptance and ownership of the system, whilst at the same time, ensure relevance and sustainability of the process. This paper examines the design process of the teacher evaluation system in one education district of Zimbabwe. The study intended to establish the extent of teacher involvement in the design of the evaluation system and to determine the relationship between the design process and effectiveness of the evaluation system. The study used the convergent mixed method design. A quantitative sample of 292 teachers and a qualitative sample of 12 educators, namely teachers, heads of departments and school heads drawn from 10 secondary schools participated in the study. Quantitative data were analysed using SPSS version 26 and descriptive and inferential statistics were conducted. Atlas ti. 8 was used to analyse the qualitative data. The study established that the design process was exclusive and non-participatory, which led to lack of ownership and buy-in by the teachers. Based on these findings, it was concluded that the design process was faulty and negatively impacted the effectiveness of the teacher performance evaluation system. The study recommends that policy formulation should be inclusive and pilot tested to allow input of the users before full scale implementation. Received: 14 October 2020 / Accepted: 29 March 2021 / Published: 10 May 2021

show abstract

Section: Background Information On Zimbabwementioning

confidence: 99%

The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences

Musodza

Cishe

Mapangwana

2021

JESR

View full text Add to dashboard Cite

show abstract

“…Zimbabwe has undergone a series of reforms intended to improve the civil service in general since its birth in 1980. These include the Public Finance Management System, Mission Statements, Clients Charters and Performance Management System before introducing the Results Based Management which is currently in use, and is the focus of this paper (Matunhu & Matunhu, 2014;Zvavahera, 2014). Result Based Management (RBM) is an administrative tool that assists to track progress and demonstrate the outcomes and impacts of a policy (Kusek & Rist, 2004:4).…”

Section: Introductionmentioning

confidence: 99%

Influence of Timing in Introducing Teacher Performance Evaluation on Effective Outcomes: The Case of One Education District in Zimbabwe

Musodza

Runhare

Mpeta

et al. 2020

AJIS

View full text Add to dashboard Cite

This paper reports on a study that assessed how timing of introducing teacher performance evaluation in one district in Zimbabwe influenced the achievement of the desired outcomes. The research was premised on the pragmatic research paradigm and underpinned by the Readiness Assessment, Design, Process, Significance (RADPS) conceptual framework. The convergent parallel mixed method design was employed for data gathering and analysis from randomly selected 292 teachers for the quantitative strand and 12 purposively selected teachers for the qualitative strand. Descriptive statistics and inferential statistics (Analysis of Variance (ANOVA) and Beta coefficient tests) were used to analyse quantitative data and ATLAS ti. 8 generated quotations and networks that summarised the narrative views of teachers on the timing of introducing the performance evaluation system. The ANOVA result (0.000) indicated that there was a significant relationship between the timing of introducing performance evaluation and its effectiveness and the Beta coefficient value (0.213) indicated a strong influence of timing of introduction on effectiveness of performance evaluation. The quantitative results were corroborated by findings from interviews, which indicated that the system had been imposed, had inadequate budgetary support, no piloting prior to implementation, inadequate pre-implementation training and marketing. These resultantly led to limited buy-in by stakeholders and a negative impact on the effectiveness of the whole performance evaluation system. Based on the findings, we concluded that due to its mistimed introduction, the performance evaluation system was ineffective in achieving its educational objectives in the Zimbabwean district where the study was conducted.

show abstract

Leadership and Human Capital Management in New Public Management

Preko

2021

Palgrave Studies of Public Sector Management in Africa

View full text Add to dashboard Cite

A Review of the Implementation of Public Service Reforms by Zimbabwe Revenue Authority (2011)

Cited by 3 publications

References 2 publications

The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences

The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences

Influence of Timing in Introducing Teacher Performance Evaluation on Effective Outcomes: The Case of One Education District in Zimbabwe

Leadership and Human Capital Management in New Public Management

Contact Info

Product

Resources

About