Moolla, NadeenBooysen, CedricDept. of Educational PsychologyFaculty of Arts2014-01-142024-04-152011/06/062011/06/062014-01-142024-04-152010https://hdl.handle.net/10566/10622Magister Educationis - MEdA mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.enSchool management whole school evaluation School effectivenessOrganisational developmentSchool developmentWhole school developmentHuman resource developmentPlanning implementationEducational changeThesisUniversity of the Western Cape