Validating a Theoretical Model to Measure Performance Management in South African Private Secondary Schools

Performance management systems (PMSs) in private secondary education are vital, and although several tried and tested public sector performance measurement models exist, limited private secondary school performance measurement models exist in South Africa. This study aims to empirically validate a South African tailor-made theoretical performance measurement model (developed from a systematic literature review of 220 articles) and determine the relationships between its key antecedents (Academic Excellence, Internal Processes, Learning and Growth, and Resources) and their respective sub-antecedents. Data were collected by distributing a hard-copy questionnaire to appointed coworkers at 12 schools in the eThekwini Municipality of KwaZulu-Natal, in Durban, South Africa. The schoolmaster’s permission and blessing were obtained, and a coworker was appointed to assist with the distribution and collection of the structured 5-point Likert-scale questionnaires. A high response rate of 89% (N = 274; n = 244) was realised. The data were tested for normality and reliability (Cronbach’s alpha coefficients consistently exceeded 0.70), and investigated for evidence of model validity using an exploratory factor analysis. The data were normally distributed and not skewed, and the antecedents could be validated. The model showed evidence of validity, and the respective relationships between the antecedents were determined. Learning and Growth (16.46%) was the most critical antecedent, followed by Student perspective (15.51%), and Resource perspective (12.20%). The Internal perspective for academic excellence was, surprisingly, the least important (7.94%). The results show that all four antecedents are valid and should be used in the performance measurement of private secondary schools.