Management implications of teacher self-assessment
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
- Authors: Mokgojoa, Phillip
- Date: 2012-09-13
- Subjects: Teacher participation in administration - South Africa. , School management and organization - South Africa. , Educational change - South Africa. , Teachers - Self-rating of , Politics and education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10362 , http://hdl.handle.net/10210/7724
- Description: M.Ed. , South Africa is entering a period of dramatic change in the way schools are run. New legislation is pointing South Africa strongly in the direction of a new school based system of management. On the other hand, various pilot studies are being conducted in some schools so as to investigate the correct assessment criteria which can be implemented successfully for the improvement of quality education. The problem is that the traditional assessment criteria which has been implemented by principals is being criticised by some teachers unions in such a way that in some black schools, the teachers' workbooks are no longer submitted to the administrators for evaluation. As this study examines the management implications of teacher self-assessment, the majority of teachers agree that the latter is helpful in the identifications of their strengths and weaknesses so that some rectifications of mistakes can be made. In this regard, the purpose of this study is to encourage teachers to participate in the school management so that the standard of education can improve. However, the researcher has discovered that the success of selfassessment depends on the teachers' commitment and honesty. Furthermore, the implementation of self-assessment can be achieved if teachers are satisfied with their needs in the school situation. In this regard, if the school is democratically managed, teachers can be easily motivated to'assess themselves because they are free to express themselves. Additionally, teachers can succeed in assessing themselves if communication and relationship are good among all stakeholders in the school situation. Never-the-less, sound self-assessment requires teachers who are willing to participate and who are capable of using assessment information in planning instructions. In this study, it has been highlighted that although self-assessment is regarded as the best management tool in improving the teachers' teaching skills for better performance, it is not formally and structurally implemented in most schools. Therefore, it is very significant that principals should play a major role in encouraging teachers to implement self-assessment by organising in-service training in which they will be advised how they can succeed in implementing it.
- Full Text:
Co-operative learning as an aspect of the learning environment : implications for the management of teacher competence
- Authors: Nhlapo, Nhlapo
- Date: 2012-09-05
- Subjects: Teachers - South Africa - Selection and appointment. , Teachers - Training of - South Africa. , Group work in education.
- Type: Thesis
- Identifier: uj:3548 , http://hdl.handle.net/10210/6933
- Description: M. Ed. , The aim of this research study was to provide teachers and managers in the field of education with strategies for beginning to use cooperative learning or improving the current use of this important instructional tool. It will help teachers and managers to understand conceptually what cooperative learning is and what makes it work. Such understanding must precede practical experience using cooperative learning day in day out in classrooms. The need for this combination of conceptual knowledge and practical experience is what makes teaching the complex activity that is and why it takes many years to master. Cooperative learning and the management thereof by headmasters and heads of departments helps raise the achievement of all students, including those who are gifted or academically handicapped. Secondly, it helps teachers build positive relationships among students, which is the heart of creating a learning community that values diversity. Thirdly, it gives students the experience they need for healthy social, psychological and cognitive development. Cooperative learning's ability to work three fronts at the same time places it above all other instructional methods with cooperative learning, and the effective management thereof teachers become engineer who structure and facilitate team learning efforts rather than workers who simply pour knowledge into pupils work stations. The major findings are recommended in the field of education. Literature review indicated among other aspects that collaborate and competence were essential for school effectiveness.
- Full Text:
- Authors: Nhlapo, Nhlapo
- Date: 2012-09-05
- Subjects: Teachers - South Africa - Selection and appointment. , Teachers - Training of - South Africa. , Group work in education.
- Type: Thesis
- Identifier: uj:3548 , http://hdl.handle.net/10210/6933
- Description: M. Ed. , The aim of this research study was to provide teachers and managers in the field of education with strategies for beginning to use cooperative learning or improving the current use of this important instructional tool. It will help teachers and managers to understand conceptually what cooperative learning is and what makes it work. Such understanding must precede practical experience using cooperative learning day in day out in classrooms. The need for this combination of conceptual knowledge and practical experience is what makes teaching the complex activity that is and why it takes many years to master. Cooperative learning and the management thereof by headmasters and heads of departments helps raise the achievement of all students, including those who are gifted or academically handicapped. Secondly, it helps teachers build positive relationships among students, which is the heart of creating a learning community that values diversity. Thirdly, it gives students the experience they need for healthy social, psychological and cognitive development. Cooperative learning's ability to work three fronts at the same time places it above all other instructional methods with cooperative learning, and the effective management thereof teachers become engineer who structure and facilitate team learning efforts rather than workers who simply pour knowledge into pupils work stations. The major findings are recommended in the field of education. Literature review indicated among other aspects that collaborate and competence were essential for school effectiveness.
- Full Text:
- «
- ‹
- 1
- ›
- »