Assessing Key Performance Indicators in Government Secondary Schools of Matabeleland Region in Zimbabwe

Lillie Beth Hadebe () and Reinford Khumalo ()

International Journal of Education and Practice, 2018, vol. 6, issue 2, 84-106

Abstract: Key Performance Indicators are a necessary guide to any organisation that needs to achieve its objectives. Hence to successfully measure performance, the organisation needs to identify Key Performance Indicators and this can only be done through an assessment of the organisation’s core activities. This paper, therefore, sought to identify and analyse Key Performance indicators in government secondary schools in Zimbabwe. The thesis used mixed method research methodology, adopting pragmatism as a research philosophy. A case study method was used, multi-cited in the three provinces of Matabeleland Region namely Matabeleland South, Matabeleland North and Bulawayo Metropolitan provinces. Purposive sampling was used to identify the sample of 16 schools, 23 education officers. Document analysis, observation and interviews were the research techniques used to collect data. The findings revealed that although there was a number of Key Performance Indicators used to measure performance, not all of them had strong correlation with O level results. The heads needed to critically identify Key Performance Indicators that were an actual measure of school performance, and from these a performance score card check could then be developed so as to monitor performance over a period of time.

Keywords: School performance; Performance indicators (search for similar items in EconPapers)
Date: 2018
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