Exploring guidelines to improve the existence and efficay of whole school evaluation at a Free State Secondary School
| dc.contributor.advisor | Gcelu, N. | en_ZA |
| dc.contributor.author | Mlangeni, Lehlohonolo Samuel | en_ZA |
| dc.date.accessioned | 2024-06-17T10:19:48Z | |
| dc.date.available | 2024-06-17T10:19:48Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Thesis (Ph.D.(Education Leadership and Management))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12616 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Explore | en_ZA |
| dc.subject | guidelines | en_ZA |
| dc.subject | improve implementation | en_ZA |
| dc.subject | whole-school evaluation | en_ZA |
| dc.subject | Secondary school | en_ZA |
| dc.title | Exploring guidelines to improve the existence and efficay of whole school evaluation at a Free State Secondary School | en_ZA |
| dc.type | Thesis |