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The aim of the study reported on here was to evaluate the roles of supervisors in the implementation of the Integrated Quality Management System (IQMS) in South African schools. The supervisors are the School Management Teams (SMTs), namely principals, deputy principals, or heads of department (HoD), circuit managers, and district coordinators. We followed a qualitative approach to evaluate the implementation of the IQMS based on supervisors’ perspectives. A case study research design was used with an interpretive paradigm to evaluate the day-to-day practices of the IQMS. The population in this study consisted of 38 supervisors (circuit managers, principals, deputy principals and HoDs). Purposive sampling was used to select 12 participants who have been supervisors in the past 10 years. Data were collected through individual semi-structured interviews and document analysis. Kolb’s learning theory was used as a theoretical lens to evaluate how the IQMS was applied in the circuit under study. Thematic analysis was used to analyse the data. The study revealed that there was no proper implementation of the IQMS in schools. Teachers conducted the IQMS for monetary reward instead of quality assurance. We conclude that the roles and responsibilities of supervisors are crucial during the implementation of the IQMS in schools, and that a huge discrepancy existed between the perceptions of supervisors and educators. We recommend that continuous training for both supervisors and educators is necessary for better implementation.

An e‑Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of educationand move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane SouthSecondary Schools associated with the implementation of the e‑Learning project with a view to suggest possible solutions.The study followed a qualitative research approach with a case study research design. The study population consisted ofteachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learnersand three school management team members of the schools’ e‑Learning committees. Data was collected through individualsemi‑structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluationmodel (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, andeducators should design and develop a program such as e‑Learning. The data was analysed using a thematic approach. Thestudy found that teachers were not adequately trained prior to the implementation of e‑Learning, which impacted negativelyon the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has beenloaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on thesite of Department of Basic Education has resulted into challenges that hampered the implementation of e‑Learning. Thestudy recommends extensive training of both learners and teachers in the use of e‑Learning.

The aim of the study was to investigate possible challenges experienced by postgraduate students with the aim of improving supervision proficiency of novice supervisors. The researchers used mixed ...

This paper investigated the practice of self-reflection by junior lecturers at an institution of higher learning in South Africa in the Eastern Cape Province. The aim of this study was to investigate the practice self-reflection by junior lecturers in one faculty, with the aim of minimizing negative comments during evaluation of teaching and learning. The researcher used qualitative research approach in this study with case study research design. Population consisted of junior lecturers. The sample consisted of 10 junior lecturers, and data were collected using open-ended questionnaires and one on one interview. During first phase of data collection 10 junior lecturers volunteered to answer open-ended questionnaires. Thereafter, purposive sampling was used to select the total of five junior lectures with less than five years teaching experience to participate on one on one interview. Themes were identified and analysed in a qualitative approach. The results of this study revealed that self-reflection is important for junior lecturers as novices in academic field because it helps them to improve their teaching practice and minimise negative comments in their teaching profession. The study recommends that junior lecturers be trained and work-shopped about different approaches to reflective practices and their importance. Furthermore, the study suggests that junior lecturers should perceive self-reflection as an ongoing thing that goes along with their teaching practice; as a result they will grow and improve as professionals. DOI: 10.5901/mjss.2014.v5n11p95