This article examines the attitudes and perceptions of teachers regarding the implementation
of the Integrated Quality Management System (IQMS). In doing so, it aims to contribute to the
global discourse of change management in education. The system is intended to develop
educators by enhancing their capabilities to inculcate a culture of teaching and learning. Using
a qualitative research design, in which open-ended interviews were conducted, the study
canvassed the views of stakeholders resulting from their personal experiences of IQMS. Having
reflected on the current implementation model, the major contribution of the study is to posit
an alternative model. The alternative implementation model proposes a bottom-up approach;
continuous development; sustained (rather than once-off) training conducted by credible teams
of eminent persons and strong leadership. Furthermore, the model should be well-resourced
and be anchored on partnerships; concurrency of thrust; staggered changes and based on the
following principles adapted from development discourse: participation, empowerment,
ownership, learning, adaptability, and simplicity. There is consensus among stakeholders that
the IQMS was implemented too rapidly. They recommended a longer, continuous training peri-
od that focuses on teacher development, thus delinking money issues from the IQMS, as well
as engaging dedicated teams in order to ensure impartiality.

doi: 10.15700/201412120945