Abstract
M.Ed.
This study forms part of a larger ongoing research project with regard to teacher
competence and teacher evaluation. By virtue of this, many of the issues raised could be
contentious, debatable and exploratory but for the purpose of this study only one area will
be examined.
This particular project will attempt to focus on teacher competence and its concomitant,
teacher evaluation. No claim is made for an all embracing study. However, a pilot study
undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can
be regarded as a methodically sound data base to use as a spring board for analysing
teacher competence and appraisal feedback in an attempt to provide educators with the
necessary tools for developing their various fields of expertise.
In order to draw certain conclusions about teacher competence and appraisal, it is,
however necessary to give a brief resume of the data produced from the 1264 teacher
respondents predominantly in the Gauteng area. Hence a short overview follows. An
analysis of the data suggests that teacher competence can be divided into eight categories.
These are by no means mutually exclusive and the boundaries between them are quite
fluid. Nevertheless they are as follows:
the learning environment;
professional commitment;
order and discipline;
educational foundation;
teacher reflection;
cooperative ability;
effectiveness; and
leadership style.
Having identified these, it then becomes necessary to add that feedback on the appraisal
process can be divided into five categories:
invitational feedback;
transparent feedback;
tactful feedback;
credible feedback; and
culturally sensitive feedback.
The relevance of these two fields lies in its efficacy in providing the direction for this
research paper, namely providing a new vision for teacher appraisal which, in turn, could
lead to greater teacher competency. As credible feedback has been conceptualised as
being a cornerstone in achieving this goal, perhaps an overview of what this entails is
necessary.
Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential
aspects of credible feedback, while objectivity and integrity are regarded by Davies &
Davies, (1988: 12) to be vital aspects.
This research essay will however, only place emphasis on the knowledgeability of the
evaluator in the evaluation of teacher performance. Its main aim is to establish the extent
to which the evaluator demonstrates knowledgeability when evaluating and advising
teachers. In turn the issue of knowledgeability will determine the feedback provided to
the educator concerned, and its efficacy.
In examining the issue of knowledgeability, it, however, becomes necessary to give an
historical overview of teacher assessment in South Africa. Without this, this project can
be seen to be ahistorical in direction.