In this article we examine the wholeness (or skewness) of implementing South Africa’s whole-school evaluation (WSE) policy. Drawn from a doctoral study in which the focus was on internal whole-school evaluation (IWSE), we investigate the relationship between the intended and the realised dual purpose of WSE for school improvement and accountability. We investigate the relationship between IWSE and other school evaluation instruments, the dual purpose within IWSE and any potential tension and/or cooperation between the 2 purposes, as well as how the tension and/or cooperation manifest. Through exploratory sequential design, data were collected from both semi structured interviews and online questionnaires in close to 20 schools. The findings highlight a generally greater emphasis on accountability. However, many contradictions also emerge regarding whether the perceived emphasis on accountability prevails.

https://doi.org/10.15700/saje.v45n2a2472

ORCiD iDs of authors:
Thabo Happy Peloyahae - https://orcid.org/0009-0003-9120-1296
Ke Yu - https://orcid.org/0000-0001-5857-8508