Abstract
M.Ed.
The objective of this study was to establish if the cultural factors as an aspect of
culturally sensitive feedback are accommodated during assessment. This research has
helped to procure teacher opinion as to the extent at which principals are culturally
sensitive when giving feedback during assessment.
The study showed that lack of awareness of cultural differences between principals
and teachers make feedback ineffective and impairs the development of teachers.
These differences have some implications for teacher competence and its assessment.
Principals need to be culturally sensitive when they give feedback to teachers after
assessment. In this way the feedback process will be regarded in a positive light and
teachers will see it as a development procedure and not as a tool for pinning them
down.
The recommendations made in this study may be useful in developing teacher
assessment programs that will be effective and also enhance teacher competence in
schools countrywide.