Performance management: the neglected imperative of accountability systems in education

Mosoge, M. J.; Pilane, M W

doi:10.15700/201412120947

Cited by 21 publications

(21 citation statements)

References 18 publications

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“…Fullan (2009) considered that at the international level, educational reforms have undergone different stages where accountability is a flagship for monitoring and fostering school improvement. However, this accountability culture and the systems that it has established have jeopardized the quality and equity of schools, particularly when league tables, standards, and competition have grown in importance (Ainscow, 2010;Harris, 2011;Mosoge and Pilane, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, staff reward procedures must link individual and overall needs of a school; otherwise, appraisal measures may lead to the neglect of school development in favor of individual incentives (Mosoge and Pilane, 2014). Besides, professional development plans need to be considered within the school's budget and timetable (Ainscow et al, 2000).…”

Section: Support and Rewards For Teachersmentioning

confidence: 99%

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Impact of quality management systems in the performance of educational centers: educational policies and management processes

Dı́ez

Sánchez

Vélez

et al. 2020

Heliyon

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In this paper, the findings of an I þ D þ i research are presented. In this study, an analysis was conducted to assess 14 educational centers where in one of two distinct quality systems had been implemented: the EFQM (European Foundation Quality Management) and el Proyecto de Calidad Integrado (PCI)-the Integrated Quality Project-promoted by the Horrêum Foundation (Alvarez and Santos, 2003; Villa and Marauri, 2004). The EFQM was first used by businesses before being recently transferred to the academics. It comprised nine factors that were translated in an educational context: leadership, policy and strategy, people, alliances and resources, processes, impact on people, impact on clients, impact on society, and key impacts of an organization. The first five factors examine the way activities are carried out and improved, and the final four focus on the impact, i.e., the effect of the organization's activities. Improvement is achieved through learning and innovation. The PCI (Muñoz and Sarasúa, 2005) has its educational origins in the Effective School Improvement model. Seven factors are analyzed (Sarasola et al., 2003; Villa et al., 2004): institutional approach, organizational structures, relationships and living together, counseling and tutoring, curriculum, family and the community (Martínez and Galíndez, 2003), and management and services. The study looks at the impact that the two aforementioned quality systems (EFQM and PCI) have had on educational centers. The term "impact" is understood as the changes experienced both inside and outside an educational center. It must be sustainable overtime, considering the changes and effects achieved, as evidence of improvement. The quantitative analysis focuses on two dimensions. The first addresses three key factors of educational policy: educational planning, communication, and support and rewards for teachers. The second comprises three factors linked to management processes in educational institutions: organizational climate, teaching and learning processes, and relationships with the community.

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Section: Discussionmentioning

confidence: 99%

Section: Support and Rewards For Teachersmentioning

confidence: 99%

Impact of quality management systems in the performance of educational centers: educational policies and management processes

Dı́ez

Sánchez

Vélez

et al. 2020

Heliyon

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“…Studies of leadership/management and school performance outcomes have assumed greater importance in the context of expanding quality and accountability systems around the world. This has also been the case in African societies (Heystek, 2011;Kalule and Bouchamma, 2014;Mosoge and Pilane, 2014). In this literature, school outcomes that have been studied include school effectiveness (e.g.…”

Section: Research Topicsmentioning

confidence: 95%

Surfacing a hidden literature

Hallinger¹

2017

Educational Management Administration & Leadership

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Scholars throughout the world are working to diversify the knowledge base in educational leadership and management (EDLM). In concert with this effort, this article reports the results of a systematic review of research on EDLM in Africa. The goals of the review were to describe trends with respect to the volume of journal publications, national sources, research designs, methods, topics, authors and citation impact. The review database was comprised of 506 journal articles published on EDLM in Africa. A conceptual framework was used to organize the review, consisting of context and personal antecedents, leadership/management, teachers and school, and school outcomes. Systematic methods were employed to identify sources and extract data from the articles. Data analysis relied on quantitative synthesis aimed at identifying trends within Africa as a region, across its composite societies, and in change over time. The review found a surprisingly large literature, 90% of which had been published since 2005. This impression of an ‘emerging literature’ was reinforced by other trends, which bore a striking resemblance to features of the American literature in the 1970s and Asia post-2000. Recommendations are made for topics and methods as well as areas where capacity development is warranted.

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“…In South-Africa, expectations of place transformation also push teachers away from participating in research as many of the tasks associated with reconfiguring education is placed on the shoulders of (already burdened) teachers (Mosoge & Pilane, 2014). And indeed, school-based intervention research again requires teacher action.…”

Section: Irre-place-able Teachers Connected To Places Of Schoolingmentioning

confidence: 99%

Making sense of place in school-based intervention research

Ebersöhn

2015

Contemporary Educational Psychology

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The commentary made here by this intervention researcher arises from a "place" in which schoolbased interventions are used to build knowledge, and thereby to bring relief to a young democracy -at once highly diverse and in transition -with aspirations for eradicating inequality. I use the concept of place as a theoretical lens to argue that intervention researchers, whose task it is to consider the meaning of intervention findings in different contexts, require a cognisance of pluriversality and geopolitical variance as a result of unequal development. In this study, I deliberately and reflexively integrate familiar education-place descriptions in my commentary. By means of this representation, I substantiate the argument that intentional reporting of place (rather than assumptions of school-places as normative) informs quality when adapting interventions. I frame my commentary around activism and engagement, ideology and politics, identity culture, and connectedness, which all influence sense of place in school-based intervention. I first show that using activism and engagement to make sense of place may denote emancipatory research in the case of one place, and theory-derived, hypothesis testing in another. I then explain how ideology and politics mean that marginalisation is embodied in high risk schools. Within high risk school settings, randomised control trials become unlikely, and interventions require both fluidity to adapt to crises, and extended time for implementation. I explain that identity culture requires interventions that promote effective literacy instruction in multilingual spaces, and that compel multiple implementation languages. Lastly, I discuss the benefits of partnerships that connect researchers and teachers to an intervention. I conclude that besides the evidence that shows that place variability requires consideration for quality intervention, commonalities also exist across intervention research, irrespective of place. Sharing descriptions of strategies to overcome common challenges in school-based inquiry can be used to plan and implement interventions with a high level of integrity.

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Performance management: the neglected imperative of accountability systems in education

Cited by 21 publications

References 18 publications

Impact of quality management systems in the performance of educational centers: educational policies and management processes

Impact of quality management systems in the performance of educational centers: educational policies and management processes

Surfacing a hidden literature

Making sense of place in school-based intervention research

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