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.
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Women managers as change agents : overcoming gender discrimination in transformation
- Mohapi-Setlhodi, Itumeleng Innocentia.
- Authors: Mohapi-Setlhodi, Itumeleng Innocentia.
- Date: 2012-08-16
- Subjects: Women executives , Management. , Sex discrimination against women. , Women in development. , Educational change - South Africa.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372293 , uj:2582 , http://hdl.handle.net/10210/6032
- Description: M.Ed. , One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women especially with regard to promotional posts in secondary schools (Ledwith & Colgan, 1996: 27). Hitherto, women remain a minority gender in terms of management positions in education generally and in secondary school management in particular. This has necessitated the implementation of policy documents to enforce the principle of gender equity, particularly in management positions. Measures have been taken, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a wedge between the present state of affairs and what has to be. This could be due to, inter alia, prejudice, tradition or even religious injunctions perpetuating women submissiveness. The increased awareness of gender politics combined with challenges about gender equity in organisations such as schools remains a thorny issue in education circles. Today, women are becoming increasingly aware of the important role they can play in transforming schools into viable learning institutions. This research has argued that although women may be discriminated against, they do possess requisite skills to transform their schools into highly performing institutions. In an attempt to interrogate the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of educators with regard to women managers. Furthermore, this research explored the impact that women managers have. The research was conducted at a school in the Sedibeng West district (D8) of the Gauteng Province. Due to a small number of women managers in this district, namely, two including myself, one female principal was used as a sample in this research. Interviews with the principal as well as male and female educators in the school were conducted. The relevant research literature was used as a basis for data collection. The recommendations provided in this research are based on the categories which were identified from the interviews as well as observations. These categories are; sabotage, stereotype, positive strategies, barriers and weaknesses.
- Full Text:
- Authors: Mohapi-Setlhodi, Itumeleng Innocentia.
- Date: 2012-08-16
- Subjects: Women executives , Management. , Sex discrimination against women. , Women in development. , Educational change - South Africa.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372293 , uj:2582 , http://hdl.handle.net/10210/6032
- Description: M.Ed. , One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women especially with regard to promotional posts in secondary schools (Ledwith & Colgan, 1996: 27). Hitherto, women remain a minority gender in terms of management positions in education generally and in secondary school management in particular. This has necessitated the implementation of policy documents to enforce the principle of gender equity, particularly in management positions. Measures have been taken, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a wedge between the present state of affairs and what has to be. This could be due to, inter alia, prejudice, tradition or even religious injunctions perpetuating women submissiveness. The increased awareness of gender politics combined with challenges about gender equity in organisations such as schools remains a thorny issue in education circles. Today, women are becoming increasingly aware of the important role they can play in transforming schools into viable learning institutions. This research has argued that although women may be discriminated against, they do possess requisite skills to transform their schools into highly performing institutions. In an attempt to interrogate the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of educators with regard to women managers. Furthermore, this research explored the impact that women managers have. The research was conducted at a school in the Sedibeng West district (D8) of the Gauteng Province. Due to a small number of women managers in this district, namely, two including myself, one female principal was used as a sample in this research. Interviews with the principal as well as male and female educators in the school were conducted. The relevant research literature was used as a basis for data collection. The recommendations provided in this research are based on the categories which were identified from the interviews as well as observations. These categories are; sabotage, stereotype, positive strategies, barriers and weaknesses.
- Full Text:
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