Performance Based Teacher Appraisal and Development

• Main Author: Goba, Sybil Sibongile.
• Other Authors: Ngcongo, R.P.G.
• Format: Others
• Language: en
• Published: 2011
• Subjects: Development appraisal system; Teachers > Rating of > South Africa.; Teacher performance.
• Online Access: http://hdl.handle.net/10530/729

Submitted in partial fulfillment of the requirements of the degree of Master of Education in the Department of Educational Planning and Administration, University of Zululand, 2002. === This research examined the role of performance based teacher appraisal and development in the educator's professional growth and improvement of education. The study made use of questionnaires to establish the perceptions of educators towards performance based teacher appraisal and development. The findings established that post level one educators and school management teams which were sampled have different views and perceptions on performance based teacher appraisal. Most post level one educators perceive the developmental appraisal system (DAS) as evaluative. They believe it exposes their weaknesses and does not lead to their development and promotion. They believe that developmental appraisal does not have a positive impact on their teaching. They also feel that developmental appraisal system (DAS) is not a factor in the improvement of education because it is only targeting them as educators. As yet, they do not see DAS as contributing to their growth. School management teams on the other hand perceive that performance based teacher appraisal plays a vital role in the educator's professional growth, the improvement of education and the development of schools as efficient and effective learning organisations. The school management teams believe that developmental appraisal is desirable if schools are to provide learners with quality education which will ensure that schools achieve excellence. On the basis of views and opinions of respondents, the study concluded that performance based teacher appraisal and development is desirable for education and growth of schools as effective and efficient teaching and learning institutions. However, there is need to assist educators to realise that DAS is important for their growth. More important, the process of the implementation of DAS, it is concluded, needs to promote educator development.