DIGITAL LIBRARY
IMPLEMENTATION OF SCHOOL IMPROVEMENT PLAN: TEACHER PERCEPTIONS AND EXPERIENCES IN SCHOOLS IN THE FREE STATE PROVINCE
Central University of Technology (SOUTH AFRICA)
About this paper:
Appears in: ICERI2024 Proceedings
Publication year: 2024
Pages: 10884-10887
ISBN: 978-84-09-63010-3
ISSN: 2340-1095
doi: 10.21125/iceri.2024.2861
Conference name: 17th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2024
Location: Seville, Spain
Abstract:
The School Improvement Plan (SIP) has garnered significant attention as a performance measure and tool for enhancing teacher effectiveness in South African schools. This study explores teacher perceptions and contextual beliefs regarding the implementation of the SIP. Existing literature highlights a gap in understanding, perception, and contextualization of SIP by school management teams (SMTs), coupled with barriers such as inadequate continuous professional development (CPD) and lack of resources. Using a qualitative approach, this study conducted focus group interviews with 60 willing SMT members from underperforming schools in the Free State Province. Thematic analysis revealed that SMT members often lack the requisite knowledge, skills, and experience for effective implementation. The study recommends aligning SMT appointments with their expertise to avoid mismatched placements, which can lead to frustration and diminished teaching quality. Future research will further investigate SIP implementation dynamics.
Keywords:
School Improvement Plan, School Management Team, Continuous Professional Development.