Exploring guidelines to improve the existence and efficay of whole school evaluation at a Free State secondary school

Abstract

Die studie was daarop gemik om die riglyne te ondersoek om die implementering van holistiese of heelskoolevaluering (HSE) by Vrystaatse sekondêre skole te verbeter. Die studie is gebaseer op die sosio-konstruktivistiese teorie en samewerkingsteorie as hibriede teoretiese raamwerke. Die twee hibriede teoretiese raamwerke is gekies vanweë hul ondersteuning van samewerking met belanghebbendes om die sosiale uitdagings wat gemeenskappe beïnvloed, aan te spreek. Die navorsing het interpretivisme as ʼn navorsingsparadigma gebruik, wat ʼn stem gee aan ʼn verskeidenheid van deelnemers se subjektiewe oortuigings en geleefde ervarings. ʼn Kwalitatiewe benadering wat deur die interpretatiewe paradigma ondersteun is, is gebruik om die persepsies van die belanghebbendes rakende die implementering van die heelskool-evalueringsriglyne te verken. Die studie het die deelnemende aksienavorsingsontwerp gebruik om ʼn eienaarskap van die navorsingsprojek deur die belanghebbendes te prioritiseer. ʼn Doelgerigte steekproef van twaalf deelnemers wat gekies is uit een sekondêre skool in die Motheo-distrik, in die Vrystaat-provinsie, is gebruik. Individuele ondersoeke en fokusgroepbesprekings is gebruik om data te genereer. Die bevindinge toon ʼn onvoldoende toepassing van die heelskool-evalueringsriglyne en minimale opleiding, swak toewyding, gebrek aan ouerbetrokkenheid by beleidsimplementering en ʼn onvoldoende befondsing van die vertroude belanghebbendes in gesagsposisies as bronne van onderprestasie in die implementering van die heelskool-evalueringsriglyne. Daar word aanbeveel dat belanghebbende samewerking en sosiale interaksies wat motivering, spanwerk, bemagtiging en kritiese refleksie insluit, by die skool nagekom word om die doeltreffende implementering van die heelskool-evalueringsriglyne te verseker.

The study was aimed at exploring the guidelines to improve the implementation of whole-school evaluation (WSE) at Free State secondary schools. The study is underpinned by socio-constructivist theory and collaboration theory, as hybrid theoretical frameworks. The two hybrid theoretical frameworks were chosen for their support of stakeholder collaboration in addressing the social challenges that impact communities. The study is located in interpretivism as a research paradigm, which gives a voice to a range of participants’ subjective beliefs and lived experiences. A qualitative approach underpinned by the interpretive paradigm was utilised to explore the perceptions of the stakeholders regarding the implementation of the whole-school evaluation guidelines. The study was located in participatory action research design to prioritise an ownership of the research project by the stakeholders. A purposive sample of twelve participants selected from one secondary school in the Motheo District, Free State province was utilised. Individual probes and the focus group discussions were used to generate data. The findings reveal an inadequate application of WSE guidelines and minimal training, poor commitment, lack of parental involvement in policy implementation and an inadequate funding from the trusted stakeholders in positions of authority as sources of underperformance in the implementation of the whole-school evaluation guidelines. It is recommended that stakeholder collaboration and social interactions that encompass motivation, teamwork, empowerment and critical reflection be adhered to at the school to ensure effective implementation of the WSE guidelines.

Ucwaningo lwaluhlose ukuphenya imihlahlandlela ukuthuthukisa ukusebenza kokuhlolwa kwesikole sonke (iwhole school evaluation (WSE)) ezikoleni zamabanga athe thuthu zaseFree State. Ucwaningo lwesekelwe injulalwazi yenguquko yenhlalo yomphakathi kanye nenjulalwazi yokusebenzisana, njengenhlanganisela yezinhlaka zezinjulalwazi. Inhlanganisela yezinhlanganisela zezinjulalwazi yakhethelwa ukwesekela kwazo ukusebenzisana kwababambiqhaza ukubhekana nezinqginamba zomphakathi ezinomthelela emphakathini. Ucwaningo lwenziwe lwalandela ipharadayimu yomhumusho njengepharadayimu yocwaningo, enikeza izwi kubahlanganyeli abehlukene nabazinkolelo zabo zincike kwabakwaziyo kanye nezimpilo zabo abaziphilayo. Indlela yocwaningobunjalo eyesekelwe ipharadaymu yomhumusho isetshenzisiwe ukuphenya ukuqonda kwababambiqhaza mayelana nokusetshenziswa kwemihlahlandlela yokuhlola isikole sonke. Ucwaningo lwenziwe ngendlela yocwaningo lohlaka lokucwaninga lokwenza kanye nabahlanganyeli. Isampula eqokiwe yababambiqhaza abayishumi nambili bakhethwa esikoleni esisodwa samabanga athe thuthu esiYingini saseMotheo, esifundazweni saseFree State yasetshenziswa. Ukuhlokoloza okuhamba ngakunye kanye nezingxoxo zamaqoqo acwaningwayo kwasetshenziswa ukuqoqa iminingo. Imiphumela ivela ukungasetshenziswa ngendlela kwemihlahlandlela ye-WSE nokuqeqeshwa okuncane, ukungazinikeli ngokwanele, ukungazibandakanyi okwenele kwabazali ekusetshenzisweni kwenqubomgomo kanye nokungabi khona kahle kwezimali kubabambiqhaza abethembekile abasezikhundleni zokuphatha njengemithombo yokungasebenzi kahle kokusetshenziswa kwemihlahlandlela yokuhlola isikole sonke. Kuyaphakanyiswa ukuthi ukusebenzisana kwababambiqhaza kanye nokuxhumana komphakathi okwakha umdlandla, ukusebenzisana kwamaqembu, ukunikwa amandla kanye nokuninga okunzulu kuyenzeka esikoleni ukuqinisekisa ukusebenza okunomphumela kwemihlahlandlela ye-WSE.

Sepheo sa diphuputso tsena ke ho fuputsa tataiso e le ho phahamisa ho kenya boemo ba Tekolo le Katleho ya ho Hlahloba dikolong tsa Sekhondari Freistata. Diphuputso tsena di itshetlehile hodima kgopolotaba ya ho aha mmoho le ya ho sebetsa mmoho. E di kopantse di le pedi. Tsena ka bobedi di kgethilwe ka lebaka la hore di tshehetsa tumellano le tshebedisano ya tsona ho bakgathatema, ka ho tadimana le diphephetso tse tadimaneng le baahi. Diphuputso tsena di itshetlehile hodima mokgwa wa ‘interpretivism’ ( e leng mokgwa o itshetlehileng ka ho hlahloba ketsahalo ho itshetlehilwe ho ditumelo, mekgwa, le boitshwaro ba baahi ba moo). Ho kgethilwe sampole ya ba leshome le metso e mmedi ho hlaha sekolong se le seng sa sekondari, seterekeng sa Motheo, Freistata ka sepheo sa ho ba sampole. Dipotso ka nngwe le dipuisano dihlotshwaneng di ile tsa sebediswa ho fumana deitha. Diphihlello e bile tsena tse fumanweng: Ho fumanwe tshebediso e fokolang ya Tekolo le Katleho ya ho Hlahloba dikolong, boikemisetso (kgothalo) bo tlase, ho hlokeha ha tshehetso ya batswadi tshebedisong ya maano a sekolo, mmoho le tlhokeho ya thuso ya ditjhelete ho ba boemong bo phahameng ho theosa boemo ba tshebetso. Ho kgothaletswa tshebedisanommoho ya bohle ba amanang, mmoho le dikamano tse nang le kgothaletso, tshebedisanommoho, ho fana ka matla le ho itjheba,ho itekanya le ho itlhatlhoba, di latelwe sekolong ho nnetefatsa tshebediso ya tataiso ya Katleho ya ho hlalosa.