Abstract
M.Ed. (Education Management)
Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation system. The purpose of this study is to demonstrate the relation between communication and the evaluation system. In chapter 1 the concepts standards, criteria, communication and evaluation
system are clarified. The problems relating to the effective functioning of the system are discussed. The teachers are not explicitly informed of the aims of the system, as well as the standards and criteria which are to be applied. This inadequate communication causes the evaluation system as well as effective education to suffer. The aim of this study is thus: *to explain and clarify the criteria and standards applicable to the teacher evaluation system,
* to identify the essential communication; and characteristics of transparent
* to identify evaluating techniques the school principal may use to create a positive inclination towards the evaluation system.
Chapter 2 is a discussion of the criteria used in the present system. It is further important to consider the numerous variables influencing the evaluation process. It is of utmost importance for the evaluator (school principal) to be familiar with all the facets of the system. It is his task to motivate his staff to participate with a positive attitude. For the teacher it is, however, just as important to receive explanations concerning the evaluation scales, categories and instruments against which he or she is to be evaluated. In chapter 3 the characteristics of communication are described. This chapter serves as an aid to the school principal since the success of the total
evaluation system rests on efficient and transparent communication. The principles of effective communication, communication models and the various means of communicating are described. Another important issue are the causes of defective or poor communication. In conclusion clinical management is discussed as a means whereby communication obstructions may be reduced. Possible evaluation techniques are described in chapter 4. The preconditions for the achievement of evaluation objectives as well as the process itself are dealt with. It is important for the principal to plan and prepare the evaluation process so that the persons involved receive the necessary information and explanations. The actual evaluation can then take place. The most important part of the evaluation process still lies ahead, but
unfortunately, in many schools, this never occurs. It is of great importance to the teachers to receive feedback. The positive as well as the negative results must be available so that the teacher knows in which areas improvements are necessary. It is also expected that the school principal provides the necessary guidance for training and development. The ultimate goal of teacher evaluation is the achievement of more effective education and the use of transparent communication by the headmaster to clarify the evaluation process could serve as a catalyst towards this end.