Challenges facing the implementation of performance management systems (PMS): a case of South East Region Junior Secondary Schools in Botswana

Abstract

This study investigated staff members (teaching and non teaching) perceptions on the challenges of performance management system implementation in junior secondary schools in one South East Region in Botswana. The study was located within two theories of motivation: the expectancy theory of motivation first developed by Victor Vroom and equity theory developed by John Stacey Adams. Hundred staff members were purposively selected to participate in the study. Case study design which combine both quantitative and qualitative (QUAN-qual) methods were used in the study. Data was collected using a questionnaire in the form of a likert scale and semi-structured interviews. The study found that there is inadequate knowledge of PMS processes among staff members resulting poor implementation. Poor implementation of PMS is due to interplay of several factors such as lack of training, lack of funding, mind set problem, inappropriate manner of introduction of PMS by government into the education sector and lack of accountability. The study recommends that schools embark on regular, extensive and continuous refresher training sessions in the form of school-based workshops for all staff members, a participatory approach to engage all staff members in decision making to enable all to own up to school plans, and funding to enhance PMS implementation effectiveness in the schools.