- Research Article
- 10.21276/sjahss.2016.4.7.6
Examining the Role of Results Based Management as a Performance Management Tool in Education: A Focus on Views and Perceptions of Teachers in Harare, Zimbabwe
- Jul 01, 2016
- Scholars Journal of Arts, Humanities and Social Sciences
- Dr Wellington Samkange + 1 more +1
The evolution in management and leadership styles within organisations is meant to improve organisational performance and goal attainment. As such, management approaches have evolved over the years from human relations management approaches to scientific management approaches and to a combination of both approaches. The changes in management approaches were aimed at improving organisational behaviour and performance results. With this in mind different organisations have come up with different performance management practices. This has resulted in service organisations such as education borrowing performance management practices from other fields such as commerce and industry. Within this context the Public Service Commission in Zimbabwe adopted the performance appraisal system in education and other sectors that fall under its jurisdiction in 1995. The performance appraisal system was meant to evaluate and improve the performance of teachers within the education system in Zimbabwe. Performance appraisal within the Ministry of Education was used as a strategy to review and evaluate the performance of school teachers, school heads and other education officers within the ministry. It was also used for the purpose of promotion and the award of bonuses within the public service in Zimbabwe. Apart from improving performance within the civil service, the system was meant to increase accountability as it placed emphasis on outcomes. From the performance appraisal system introduced in the 1990s, the Public Service Commission introduced Results Based Management (RBM) in education and other sectors in 2005. The paper aimed at establishing the extent to which RBM had been used in performance management in education. It aimed at exploring the extent to which RBM could be used as a management tool in the civil service, with particular reference to the education sector in Zimbabwe as it sought to answer the question: To what extent has RBM contributed to an improvement in performance and service delivery in the civil service? The paper relied on different indicators of performance, and the views expressed by teachers who were studying with the Zimbabwe Open University at the time of the study. The study used the mixed methodology and the descriptive survey design. Data was generated from one hundred teachers in schools in Harare who responded to structured questionnaires and open-ended questionnaires. Data was quantitatively and qualitatively analysed. A number of challenges that impacted negatively on the attitudes of teachers on RBM were identified. The paper made conclusions and recommendations on the applicability of RBM as a management tool.
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