Abstract
M.Ed. (Education Management)
The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables
accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality
of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those
aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils achievement marks and I.Q. can be standardised to serve as a basis for dertermining pupil achievement according to potential. Feedback of evaluation data to the teacher must be done with empathy and compassion. In the hands of the professional evaluator, multi-dimensional evaluation can play a vi tally important role in the enhancement of teacher effectiveness.