Educator perceptions of developmental appraisal : implications for whole school evaluation.
- Authors: Theron, Dimitri
- Date: 2009-02-09T09:15:37Z
- Subjects: Rating of teachers , School evaluation
- Type: Thesis
- Identifier: uj:8121 , http://hdl.handle.net/10210/2096
- Description: M.Ed. , Met die bekendstelling van die nuwe Ontwikkelingstakseringstelsel (OTS) het ‘n donker era (van inspeksie en ‘n soeke na foute) tot ‘n einde gekom. Die nuwe deursigtige proses se fokus is op ontwikkeling en die daarstel van ‘n persoonlike groeiplan vir alle opvoeders. ‘n Siening dat daar by elke onderwyser nog areas van ontwikkeling moontlik is lê moontlike tekortkominge bloot maar fokus hoofsaaklik op die positiewe. Verslae sal eerder erkenning gee as dit vermag is en so ‘n positiewe gesindheid help kweek. Met die ou sisteem wat bloot foute gesoek het , het die proses ‘n vrees laat ontstaan vir die proses van assessering. Die nuwe sisteem sal kredietwaardigheid moet toon voordat die oorgrote meerderheid dit sal vertrou. Die ontwikkelaars van die stelsel glo dat as personeel die proses deurgegaan het, hulle meer vertroue daarin sal ontwikkel. ‘n Gestruktureerde vraelys is uitgestuur na openbare skole met die fokus op “Leerlinge met spesiale onderwysbehoeftes”(LSOB). Hierdie navorsingsinstrument fokus op aspekte wat bydrae tot die suksesvolle implementering van die Ontwikkelingstakseringstelsel (OTS). Opvoeders se gesindheid word dan heens die OTS geanaliseer. Hierdie ontleding word dan deur ‘n verskeidenheid van toetse bestudeer en beskryf. Die vraelyste wat aan “LSOB” skole gestuur is, is gebruik om afleidings te maak hoe opvoeders oor die implementering van die nuwe sisteem voel. ‘n Verskeidenheid van bevindinge en aanbevelings word uit die literatuur en empiriese studie gemaak. Onderwerpe vir moontlike verdere studie en navorsing sluit die studie af.
- Full Text:
- Authors: Theron, Dimitri
- Date: 2009-02-09T09:15:37Z
- Subjects: Rating of teachers , School evaluation
- Type: Thesis
- Identifier: uj:8121 , http://hdl.handle.net/10210/2096
- Description: M.Ed. , Met die bekendstelling van die nuwe Ontwikkelingstakseringstelsel (OTS) het ‘n donker era (van inspeksie en ‘n soeke na foute) tot ‘n einde gekom. Die nuwe deursigtige proses se fokus is op ontwikkeling en die daarstel van ‘n persoonlike groeiplan vir alle opvoeders. ‘n Siening dat daar by elke onderwyser nog areas van ontwikkeling moontlik is lê moontlike tekortkominge bloot maar fokus hoofsaaklik op die positiewe. Verslae sal eerder erkenning gee as dit vermag is en so ‘n positiewe gesindheid help kweek. Met die ou sisteem wat bloot foute gesoek het , het die proses ‘n vrees laat ontstaan vir die proses van assessering. Die nuwe sisteem sal kredietwaardigheid moet toon voordat die oorgrote meerderheid dit sal vertrou. Die ontwikkelaars van die stelsel glo dat as personeel die proses deurgegaan het, hulle meer vertroue daarin sal ontwikkel. ‘n Gestruktureerde vraelys is uitgestuur na openbare skole met die fokus op “Leerlinge met spesiale onderwysbehoeftes”(LSOB). Hierdie navorsingsinstrument fokus op aspekte wat bydrae tot die suksesvolle implementering van die Ontwikkelingstakseringstelsel (OTS). Opvoeders se gesindheid word dan heens die OTS geanaliseer. Hierdie ontleding word dan deur ‘n verskeidenheid van toetse bestudeer en beskryf. Die vraelyste wat aan “LSOB” skole gestuur is, is gebruik om afleidings te maak hoe opvoeders oor die implementering van die nuwe sisteem voel. ‘n Verskeidenheid van bevindinge en aanbevelings word uit die literatuur en empiriese studie gemaak. Onderwerpe vir moontlike verdere studie en navorsing sluit die studie af.
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Promotion of educators as an aspect of educator management : implication for whole school development
- Authors: Baloyi, Mafemane Jerry
- Date: 2010-11-22T07:50:00Z
- Subjects: School management and organization , Rating of teachers
- Type: Thesis
- Identifier: uj:7004 , http://hdl.handle.net/10210/3512
- Description: M.Ed. , This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology and research of the results of the numerous unique applications that this project recommended. Motivation at group level and the relationship between the experience of stress and those factors that increase or decrease the likelihood of a stress-related illness also need to be thoroughly investigated.
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- Authors: Baloyi, Mafemane Jerry
- Date: 2010-11-22T07:50:00Z
- Subjects: School management and organization , Rating of teachers
- Type: Thesis
- Identifier: uj:7004 , http://hdl.handle.net/10210/3512
- Description: M.Ed. , This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology and research of the results of the numerous unique applications that this project recommended. Motivation at group level and the relationship between the experience of stress and those factors that increase or decrease the likelihood of a stress-related illness also need to be thoroughly investigated.
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Social factors as an aspect of culturally sensitive feedback : implications for the management of teacher competence
- Authors: Mote, Thejiwe Gwendoline
- Date: 2012-09-12
- Subjects: Feedback (Psychology) , Rating of teachers , Schools - Social aspects - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10277 , http://hdl.handle.net/10210/7646
- Description: M.Ed. , STATEMENT OF THE PROBLEM In view of the above information the problem of this research essay can be summarised by means of the following questions: 1.3.1 What is teacher competence? 1.3.2 What is the role of transparent feedback when appraising teacher competence? 1.3.3 What is the cruse of culture sensitivity in competent feedback. 1.3.4 To what extent can the "social factors" as aspects of culturally sensitive feedback be used to enhance competent feedback and assessment by evaluators. In relation to the problems stated above the aim of this research is to: investigate the "social factor" and to determine how they can enhance the effectiveness of the feedback process; as a member of the group dealing with cultural sensitivity as an aspect of competent feedback, it is the specific aim of this research essay to determine the importance of "the social factors" as an aspect of culturally sensitive feedback; to procure teacher opinion as to which extent social factors are considered when feedback is provided;
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- Authors: Mote, Thejiwe Gwendoline
- Date: 2012-09-12
- Subjects: Feedback (Psychology) , Rating of teachers , Schools - Social aspects - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10277 , http://hdl.handle.net/10210/7646
- Description: M.Ed. , STATEMENT OF THE PROBLEM In view of the above information the problem of this research essay can be summarised by means of the following questions: 1.3.1 What is teacher competence? 1.3.2 What is the role of transparent feedback when appraising teacher competence? 1.3.3 What is the cruse of culture sensitivity in competent feedback. 1.3.4 To what extent can the "social factors" as aspects of culturally sensitive feedback be used to enhance competent feedback and assessment by evaluators. In relation to the problems stated above the aim of this research is to: investigate the "social factor" and to determine how they can enhance the effectiveness of the feedback process; as a member of the group dealing with cultural sensitivity as an aspect of competent feedback, it is the specific aim of this research essay to determine the importance of "the social factors" as an aspect of culturally sensitive feedback; to procure teacher opinion as to which extent social factors are considered when feedback is provided;
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Teaching strategies as an aspect of effectiveness : implication for the management of teacher competence
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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Riglyne vir onderwyserevaluering
- Authors: Oliphant, Andriena Johanna
- Date: 2014-04-15
- Subjects: Rating of teachers , Evaluation - Methodology
- Type: Thesis
- Identifier: uj:10661 , http://hdl.handle.net/10210/10179
- Description: 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.
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- Authors: Oliphant, Andriena Johanna
- Date: 2014-04-15
- Subjects: Rating of teachers , Evaluation - Methodology
- Type: Thesis
- Identifier: uj:10661 , http://hdl.handle.net/10210/10179
- Description: 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.
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