Exploring educators’ lived experiences of innovative practices in implementing the quality management system: A case study of a selected secondary school in Chris Hani West district, South Africa

This study explored the lived experiences of educators on the implementation of the Quality Management System (QMS) in one selected secondary school in the Chris Hani West District, South Africa. There is a persistent gap between the intended objectives of the QMS and its actual implementation at the school level. The QMS, guided by the Collective Agreement No. 2 of 2020, was designed to assess educators’ performance, enhance professional development, and improve overall school effectiveness. A qualitative research approach was employed, using semi-structured interviews to collect data from the school principal and secretary. Thematic analysis was used to interpret the findings. The results indicate that the QMS is often perceived as a compliance-driven exercise, with limited focus on developmental outcomes. The key challenges identified include inadequate training, poor communication, and a lack of collaborative practices among educators. However, the study also reveals innovative practices such as peer coaching, reflective planning, and informal mentoring that some educators have adopted to improve their professional practice within the QMS framework. The findings are interpreted through the lenses of Transformational Leadership Theory and Reflective Practice Theory, which emphasize leadership influence, continuous learning, and self-reflection. The study recommends establishing support structures such as QMS committees, regular professional development sessions, and increased stakeholder advocacy to foster a more meaningful and collaborative implementation of the QMS. These findings contribute to the discourse on educator performance appraisal and professional growth within South African school contexts.