Abstract
M.Ed. (Curriculum Studies)
The aim of this dissertation is focused on the composition of funded guideliness for effective teacher evaluation. A literature study is undertaken in this dissertation to gain
background on the problematic nature of teacher evaluation.
Emphasis is placed on:
* the essential aspects of teacher evaluation
* the negative symptoms of teacher evaluation
* the difficulties (bottle-neck) in teacher evaluation,
and
* the characteristics of unsuccessful teacher evaluation.
The aim of this research is not to focus on the global aspects of teacher evaluation, but to focus on the problematic nature that surrounds teacher evaluation. The literature study is of great importance for this study, because it creates the basis for the empirical study. The
empirical study focuses on the meaningfulness of evaluation for the teacher as currently implemented in the school, and also to identify the difficulties in the evaluation practice.
Both aspects are integrated in the guidelines for teacher evaluation, contribute to a positive attitude and teacher evaluation.