The School Improvement Plan (SIP) has garnered significant attention as a performance measure and tool for enhancing teacher effectiveness in South African schools. This study explores teacher perceptions and contextual beliefs regarding the implementation of the SIP. Existing literature highlights a gap in understanding, perception, and contextualization of SIP by school management teams (SMTs), coupled with barriers such as inadequate continuous professional development (CPD) and lack of resources. Using a qualitative approach, this study conducted focus group interviews with 60 willing SMT members from underperforming schools in the Free State Province. Thematic analysis revealed that SMT members often lack the requisite knowledge, skills, and experience for effective implementation. The study recommends aligning SMT appointments with their expertise to avoid mismatched placements, which can lead to frustration and diminished teaching quality. Future research will further investigate SIP implementation dynamics.

Keywords: School Improvement Plan, School Management Team, Continuous Professional Development.