Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
- Full Text:
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
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Collaboration as an aspect of reflective teaching : implication for the management of teacher competence.
- Authors: Freese, Howard Norman
- Date: 2012-08-28
- Subjects: Group work in education , Teachers - Rating of - South Africa , Cooperativeness , Professional employees
- Type: Mini-Dissertation
- Identifier: uj:3360 , http://hdl.handle.net/10210/6760
- Description: M.Ed. , What the researcher will hope to discover during the research project is the importance of being a reflective teacher. The purpose of this research project is to investigate reflective teaching as an aspect of teacher competence. Through the literature survey the researcher hopes to derive a clearer meaning of the term reflective teaching. The central concept which will guide the researcher in his literature survey will be reflective teaching. At this stage in the research project the central concept would be defined as the ability of the teacher to critically analyze his own work which brings about a process of self awareness, self critique, social and institutional critique. Reflective teaching could be viewed from three dimensions. THE TECHNICAL DIMENSION: The efficiency and effectiveness of the means to attain ends. THE PRACTICAL DIMENSION: This is the teaching activity accessing the adequacy of educational goals. CRITICAL DIMENSION: Questioning which educational goals, why are you doing this ? What do we hope to achieve ? It should be understood that this definition is not rigid and set, but rather it is tentative and evolving throughout the study, which will be based on information gathered in our literature review. The researcher will, also seek to understand why it is important to be a reflective teacher. The researcher will also seek to explore the circumstances which leads one to be a reflective teacher. Eventually the researcher will try to describe the experiences of being a reflective teacher.
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- Authors: Freese, Howard Norman
- Date: 2012-08-28
- Subjects: Group work in education , Teachers - Rating of - South Africa , Cooperativeness , Professional employees
- Type: Mini-Dissertation
- Identifier: uj:3360 , http://hdl.handle.net/10210/6760
- Description: M.Ed. , What the researcher will hope to discover during the research project is the importance of being a reflective teacher. The purpose of this research project is to investigate reflective teaching as an aspect of teacher competence. Through the literature survey the researcher hopes to derive a clearer meaning of the term reflective teaching. The central concept which will guide the researcher in his literature survey will be reflective teaching. At this stage in the research project the central concept would be defined as the ability of the teacher to critically analyze his own work which brings about a process of self awareness, self critique, social and institutional critique. Reflective teaching could be viewed from three dimensions. THE TECHNICAL DIMENSION: The efficiency and effectiveness of the means to attain ends. THE PRACTICAL DIMENSION: This is the teaching activity accessing the adequacy of educational goals. CRITICAL DIMENSION: Questioning which educational goals, why are you doing this ? What do we hope to achieve ? It should be understood that this definition is not rigid and set, but rather it is tentative and evolving throughout the study, which will be based on information gathered in our literature review. The researcher will, also seek to understand why it is important to be a reflective teacher. The researcher will also seek to explore the circumstances which leads one to be a reflective teacher. Eventually the researcher will try to describe the experiences of being a reflective teacher.
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Verhoudingstigting : 'n bestuurstrategie vir personeelontwikkeling
- Authors: Eloff, André David
- Date: 2014-11-04
- Subjects: Teachers - Rating of - South Africa , Teachers - South Africa - Selection and appointment , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:12743 , http://hdl.handle.net/10210/12633
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Eloff, André David
- Date: 2014-11-04
- Subjects: Teachers - Rating of - South Africa , Teachers - South Africa - Selection and appointment , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:12743 , http://hdl.handle.net/10210/12633
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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Achievement recognition and its impact on teacher performance
- Authors: Pather, Magasvaran R.
- Date: 2014-03-25
- Subjects: Achievement motivation , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:4481 , http://hdl.handle.net/10210/9820
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Pather, Magasvaran R.
- Date: 2014-03-25
- Subjects: Achievement motivation , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:4481 , http://hdl.handle.net/10210/9820
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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Critical pedagogy as an aspect of reflective teaching : implication for the management of teacher competence
- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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Didactic expertise as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Thela, Amon Sipho
- Date: 2012-08-22
- Subjects: Teaching - Evaluation , Teachers - Training of - Evaluation. , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2959 , http://hdl.handle.net/10210/6386
- Description: M.Ed. , Chapter one is the introductory chapter. The main aim of this research essay was to investigate didactic expertise as an aspect of the teacher's educational foundation: implication for the management of teacher competence. The specific aim of this research essay was to determine which components are involved in didactic expertise and how it enhances teacher competence. In chapter two a literature review was undertaken. Chapter two focussed on teacher competence, teacher effectiveness and teacher performance appraisal. A teacher's educational foundation was also discussed. Components of didactic expertise such as expertise and experience; didactics; developmental model of pedagogical expertise; teacher expertise; aspects of didactic expertise were discussed. In conclusion a synthesis of aspects of didactic expertise was made. In chapter three the instrument of research; items associated with teacher's educational foundation; discussion of didactic expertise as an aspect of teacher's educational foundation were discussed. An in-depth exposition of the empirical investigation was made. The analysis and interpretation of empirical data were discussed in chapter four. The validity and reliability of the research instrument was established. In chapter five the importance of researching didactic expertise as an aspect of teacher's educational foundation was outlined. A summary of the whole research project; important literature and empirical findings; recommendations and topics for further research were discussed. A forceful conclusion indicating how this research has solved the problem mentioned in chapter one was made. It was also stated that this research will be of great help to the department of education because research findings state that both constructs of educative and collaborative competence have shown to have construct validity and high reliability and could thus be used in the management of teacher competence.
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- Authors: Thela, Amon Sipho
- Date: 2012-08-22
- Subjects: Teaching - Evaluation , Teachers - Training of - Evaluation. , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2959 , http://hdl.handle.net/10210/6386
- Description: M.Ed. , Chapter one is the introductory chapter. The main aim of this research essay was to investigate didactic expertise as an aspect of the teacher's educational foundation: implication for the management of teacher competence. The specific aim of this research essay was to determine which components are involved in didactic expertise and how it enhances teacher competence. In chapter two a literature review was undertaken. Chapter two focussed on teacher competence, teacher effectiveness and teacher performance appraisal. A teacher's educational foundation was also discussed. Components of didactic expertise such as expertise and experience; didactics; developmental model of pedagogical expertise; teacher expertise; aspects of didactic expertise were discussed. In conclusion a synthesis of aspects of didactic expertise was made. In chapter three the instrument of research; items associated with teacher's educational foundation; discussion of didactic expertise as an aspect of teacher's educational foundation were discussed. An in-depth exposition of the empirical investigation was made. The analysis and interpretation of empirical data were discussed in chapter four. The validity and reliability of the research instrument was established. In chapter five the importance of researching didactic expertise as an aspect of teacher's educational foundation was outlined. A summary of the whole research project; important literature and empirical findings; recommendations and topics for further research were discussed. A forceful conclusion indicating how this research has solved the problem mentioned in chapter one was made. It was also stated that this research will be of great help to the department of education because research findings state that both constructs of educative and collaborative competence have shown to have construct validity and high reliability and could thus be used in the management of teacher competence.
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Parental involvement as as aspect of co-operative ability : implications for the management of teacher competence.
- Authors: Mbete, Felix Mhlangabezi
- Date: 2012-08-16
- Subjects: Parent-teacher relationships - South Africa , Blacks - Education - Parent participation , Competency based education - South Africa , Teachers - Rating of - South Africa , School management and organization - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2592 , http://hdl.handle.net/10210/6041
- Description: M.Ed. , The main aim of the project is to investigate, highlight and come up with recommendations on how best parental involvement in the education of their children can be encouraged, especially in the Duncan Village area of the East London district. Because parents cannot just come to school on their own initiative, this poses a great challenge on the teachers of the respective school. It can be argued that every parent wishes what is best for his or her child. The extent to which parents participate in school-related matters reflects on the level of competence of that particular school's teachers. There are, however, many areas by which the teachers can be evaluated. Such areas include the learning environment. professional commitment, order and discipline, educational foundation, teacher reflection, efficiency, leadership and co-operative ability.. For the purpose of this project, the researcher has decided to focus on parental involvement as an aspect of co-operative ability and the implications thereof on the management of teacher competence.
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- Authors: Mbete, Felix Mhlangabezi
- Date: 2012-08-16
- Subjects: Parent-teacher relationships - South Africa , Blacks - Education - Parent participation , Competency based education - South Africa , Teachers - Rating of - South Africa , School management and organization - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2592 , http://hdl.handle.net/10210/6041
- Description: M.Ed. , The main aim of the project is to investigate, highlight and come up with recommendations on how best parental involvement in the education of their children can be encouraged, especially in the Duncan Village area of the East London district. Because parents cannot just come to school on their own initiative, this poses a great challenge on the teachers of the respective school. It can be argued that every parent wishes what is best for his or her child. The extent to which parents participate in school-related matters reflects on the level of competence of that particular school's teachers. There are, however, many areas by which the teachers can be evaluated. Such areas include the learning environment. professional commitment, order and discipline, educational foundation, teacher reflection, efficiency, leadership and co-operative ability.. For the purpose of this project, the researcher has decided to focus on parental involvement as an aspect of co-operative ability and the implications thereof on the management of teacher competence.
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Wanopvattings by biologie-onderwysers ten opsigte van eenheidstemas in biologie-onderwys
- Authors: Uys, Dirk Pieter
- Date: 2014-11-25
- Subjects: Biology teachers - Training of - South Africa - Evaluation , Teachers - Rating of - South Africa , Biology - Study and teaching (Secondary) - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13128 , http://hdl.handle.net/10210/13101
- Description: M.Ed. , This study focuses on the misconceptions that exist among teachers in the field of unifying themes in Biology teaching. The researcher feels confident that teachers are well underlain in their field of study, and that meaningful teaching occurs in Biology classes. His concern is that the fundamental unifying themes in Biology that enables pupils to reach higher cognitive levels of thought, are not utilised fully in pupils and teachers, learning and training. Investigations of these phenomena are being done through misconceptions that may occur at teachers of Biology. This forms the main aim of the study. The researcher feels that the fewer misconceptions' teachers have, the better students will be taught. Qualitative and quantitative research methods are being used to maximise the research effectiveness. Trough these methods the researcher found that teachers are well underlain in their studies but lack utilisation of unifying themes in the learning environment. Teachers concentrate on one or two themes, ignoring the remainder. The researcher hopes to make a meaningful contribution to the teaching of Biology as well as to improve the quality of teacher training programs in Biology didactic courses through awareness of these phenomena.
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- Authors: Uys, Dirk Pieter
- Date: 2014-11-25
- Subjects: Biology teachers - Training of - South Africa - Evaluation , Teachers - Rating of - South Africa , Biology - Study and teaching (Secondary) - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13128 , http://hdl.handle.net/10210/13101
- Description: M.Ed. , This study focuses on the misconceptions that exist among teachers in the field of unifying themes in Biology teaching. The researcher feels confident that teachers are well underlain in their field of study, and that meaningful teaching occurs in Biology classes. His concern is that the fundamental unifying themes in Biology that enables pupils to reach higher cognitive levels of thought, are not utilised fully in pupils and teachers, learning and training. Investigations of these phenomena are being done through misconceptions that may occur at teachers of Biology. This forms the main aim of the study. The researcher feels that the fewer misconceptions' teachers have, the better students will be taught. Qualitative and quantitative research methods are being used to maximise the research effectiveness. Trough these methods the researcher found that teachers are well underlain in their studies but lack utilisation of unifying themes in the learning environment. Teachers concentrate on one or two themes, ignoring the remainder. The researcher hopes to make a meaningful contribution to the teaching of Biology as well as to improve the quality of teacher training programs in Biology didactic courses through awareness of these phenomena.
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Integrity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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Educator perceptions of elements which contribute to grade 12 learner academic success
- Authors: Flink Caldeira, Kerry
- Date: 2012-06-07
- Subjects: Education, Secondary , Teaching - Evaluation , Mainstreaming in education , Teachers - Attitudes , Achievement tests - South Africa , Teachers - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8701 , http://hdl.handle.net/10210/5054
- Description: M.Ed. , The state of education in South Africa today could very easily make one despair. Large classes, ineffective use of resources, incorrect spending and financial allocation of funds, crime, bullying, abuse, high failure rates are only some of the items on a long list of serious problems. Against this background, I place myself in the field of educational psychological research in schools as a positive and solution focused thinker (Lipchick, 2002). My aim in this minor dissertation was to research a whole school community whose Grade Twelve learners are succeeding academically in their final school examinations. My main course of action was to facilitate interviews with educators in the school in order to enquire about the elements which they perceived to contribute to these academic successes. The research question which I sought to answer was “What do educators perceive to be elements within an independent ‘whole school community’ which contribute to Grade Twelve learner academic success?” A qualitative case study research was conducted, within a post-modern paradigm. In addition to the interviews with nine educators at various levels, I also spent time in the setting conducting observation, collected artefacts (documents, pictures and policies) and reflected on these for the period of one year, while working in the setting as an intern educational psychologist. My assumption is that the fact that this independent school has more financial resources than government schools cannot explain the academic success achieved. I know of other, less financially stable settings where academic success is also being achieved. Therefore, there must be other non-finance related elements which play a role. I used the content analysis process as outlined by Creswell (2003, pp. 191-196) and Yin (in Bickman & Rog, 2009, ch. 8), until data saturation was reached. Throughout this process trustworthiness was ensured and limitations acknowledged. I rigorously followed ethical guidelines and regulations. Evidence of this are the letters asking for permission, the consent letters all participants signed and the ethical clearance obtained from the University of Johannesburg.
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- Authors: Flink Caldeira, Kerry
- Date: 2012-06-07
- Subjects: Education, Secondary , Teaching - Evaluation , Mainstreaming in education , Teachers - Attitudes , Achievement tests - South Africa , Teachers - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8701 , http://hdl.handle.net/10210/5054
- Description: M.Ed. , The state of education in South Africa today could very easily make one despair. Large classes, ineffective use of resources, incorrect spending and financial allocation of funds, crime, bullying, abuse, high failure rates are only some of the items on a long list of serious problems. Against this background, I place myself in the field of educational psychological research in schools as a positive and solution focused thinker (Lipchick, 2002). My aim in this minor dissertation was to research a whole school community whose Grade Twelve learners are succeeding academically in their final school examinations. My main course of action was to facilitate interviews with educators in the school in order to enquire about the elements which they perceived to contribute to these academic successes. The research question which I sought to answer was “What do educators perceive to be elements within an independent ‘whole school community’ which contribute to Grade Twelve learner academic success?” A qualitative case study research was conducted, within a post-modern paradigm. In addition to the interviews with nine educators at various levels, I also spent time in the setting conducting observation, collected artefacts (documents, pictures and policies) and reflected on these for the period of one year, while working in the setting as an intern educational psychologist. My assumption is that the fact that this independent school has more financial resources than government schools cannot explain the academic success achieved. I know of other, less financially stable settings where academic success is also being achieved. Therefore, there must be other non-finance related elements which play a role. I used the content analysis process as outlined by Creswell (2003, pp. 191-196) and Yin (in Bickman & Rog, 2009, ch. 8), until data saturation was reached. Throughout this process trustworthiness was ensured and limitations acknowledged. I rigorously followed ethical guidelines and regulations. Evidence of this are the letters asking for permission, the consent letters all participants signed and the ethical clearance obtained from the University of Johannesburg.
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Die houding van onderwysers in Transvaal teenoor die omgewing en omgewingsopvoeding
- Authors: Raath, Schalk Petrus
- Date: 2014-07-23
- Subjects: Teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:11758 , http://hdl.handle.net/10210/11485
- Description: D. Phil. (Education) , Please refer to full text to view abstract
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- Authors: Raath, Schalk Petrus
- Date: 2014-07-23
- Subjects: Teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:11758 , http://hdl.handle.net/10210/11485
- Description: D. Phil. (Education) , Please refer to full text to view abstract
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Values as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Hariparsad, Ishwarie Devi
- Date: 2012-08-21
- Subjects: Value , Discipline of children , Teachers - Rating of - South Africa , Classroom management
- Type: Mini-Dissertation
- Identifier: uj:2906 , http://hdl.handle.net/10210/6336
- Description: M.Ed. , The problem that this mini-dissertation explores can be summarised by the questions that follow. What is the nature of teacher competence? How does teacher competence relate to order and discipline in schools ? What is the nature of order and discipline relative to teacher competence ? To what extent do values as an aspect of order and discipline play a role in teacher competence and what is the opinion of teachers regarding this ? Is it possible to formulate a strategy regarding the use of values which will enhance order and discipline and improve teacher effectiveness, resulting in a more competent teacher ? In the light of the problem questions formulated above the general aim of this research project is to : Investigate the components of teacher competence and to show how these aspects can enhance teacher effectiveness. In order to achieve the general aim, the group dealing with order and discipline will : Investigate the composition of order and discipline show how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this mini dissertation to : Determine the contribution of values towards maintaining order and discipline Obtain teacher opinion as to the extent to which teachers use values to enhance order and discipline Devise a strategy whereby values can serve as an aid to enhance teacher competence and improve teacher effectiveness.
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- Authors: Hariparsad, Ishwarie Devi
- Date: 2012-08-21
- Subjects: Value , Discipline of children , Teachers - Rating of - South Africa , Classroom management
- Type: Mini-Dissertation
- Identifier: uj:2906 , http://hdl.handle.net/10210/6336
- Description: M.Ed. , The problem that this mini-dissertation explores can be summarised by the questions that follow. What is the nature of teacher competence? How does teacher competence relate to order and discipline in schools ? What is the nature of order and discipline relative to teacher competence ? To what extent do values as an aspect of order and discipline play a role in teacher competence and what is the opinion of teachers regarding this ? Is it possible to formulate a strategy regarding the use of values which will enhance order and discipline and improve teacher effectiveness, resulting in a more competent teacher ? In the light of the problem questions formulated above the general aim of this research project is to : Investigate the components of teacher competence and to show how these aspects can enhance teacher effectiveness. In order to achieve the general aim, the group dealing with order and discipline will : Investigate the composition of order and discipline show how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this mini dissertation to : Determine the contribution of values towards maintaining order and discipline Obtain teacher opinion as to the extent to which teachers use values to enhance order and discipline Devise a strategy whereby values can serve as an aid to enhance teacher competence and improve teacher effectiveness.
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'n Motiveringstrategie vir swart onderwysers
- Authors: Myburgh, Cornelis Hermanus
- Date: 2014-06-02
- Subjects: Teachers - Professional ethics , Teachers, Black - South Africa , Teachers - Rating of - South Africa , Motivation (Psychology)
- Type: Thesis
- Identifier: uj:11319 , http://hdl.handle.net/10210/10911
- Description: M.Ed. (Educational Psychology) , Motivated teachers are essential for effe~~ive teaching to take place. As a result of trauma experienced by the black teacher, especially after 1976, when their authority was. undermined and the slogan "Liberation before education" was the theme of the day, teachers were unmotivated to teach. Furthermore the existing forms used to "inspect" the teachers were unacceptable for the ANC government and teachers. The researcher, out of his experience as subject advisor, identified and addressed the shortcomings in the existing evaluation practices by developing a motivation strategy where a motivation form is used. In this way a learning culture could again be established in the schools. As a grounding for above mentioned strategy a literature study was done on motivation, the motivation theories as well as ways in which adults are motivated. Goal setting, what it entials, existing theories as well as the errors made when setting goals, were also researched by means of literature studies. A motivation form is developed in this research, in which the purpose, development and structuring of the form is discussed. Finally research is undertaken to determine the didactic principles relevant to this study were researched to determine what the purpose and value of each principle were, and how these could simultaneously contribute towards the mastering of the work by the pupils.
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- Authors: Myburgh, Cornelis Hermanus
- Date: 2014-06-02
- Subjects: Teachers - Professional ethics , Teachers, Black - South Africa , Teachers - Rating of - South Africa , Motivation (Psychology)
- Type: Thesis
- Identifier: uj:11319 , http://hdl.handle.net/10210/10911
- Description: M.Ed. (Educational Psychology) , Motivated teachers are essential for effe~~ive teaching to take place. As a result of trauma experienced by the black teacher, especially after 1976, when their authority was. undermined and the slogan "Liberation before education" was the theme of the day, teachers were unmotivated to teach. Furthermore the existing forms used to "inspect" the teachers were unacceptable for the ANC government and teachers. The researcher, out of his experience as subject advisor, identified and addressed the shortcomings in the existing evaluation practices by developing a motivation strategy where a motivation form is used. In this way a learning culture could again be established in the schools. As a grounding for above mentioned strategy a literature study was done on motivation, the motivation theories as well as ways in which adults are motivated. Goal setting, what it entials, existing theories as well as the errors made when setting goals, were also researched by means of literature studies. A motivation form is developed in this research, in which the purpose, development and structuring of the form is discussed. Finally research is undertaken to determine the didactic principles relevant to this study were researched to determine what the purpose and value of each principle were, and how these could simultaneously contribute towards the mastering of the work by the pupils.
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The educational aims as an aspect of the teacher's educational foundation : implication for the management of teacher competence.
- Masondo, Frederick Maphumzane
- Authors: Masondo, Frederick Maphumzane
- Date: 2012-08-16
- Subjects: Schools - Aims and objectives , Teachers - Training of - Evaluation , Teachers - Rating of - South Africa , Teacher-student relationships - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2594 , http://hdl.handle.net/10210/6043
- Description: M.Ed. , The main aim of this research essay was to uncover all the educational aims as an aspect of a teacher's educational foundation and to determine if those educational aims have any impact on and implications for the management of teacher competence. The central premise of this study was that the teachers at various levels have latent, innate abilities, which if fully developed and utilised by each teacher, each learner can reach outstanding heights of achievement to the benefit of the learner. A competent teacher, therefore, plays a major and decisive role in enabling the learner to give meaning to his/her existence in life. It is important therefore that all possible impediments and barriers on the way of teacher competence must be identified and be removed. The researcher was satisfied that the study was successful because of the following summary of findings and recommendations that are exposed below. Findings The researcher was able to reveal empirically, that the most effective teacher in terms of competence, is both educatively and collaboratively competent. It was shown that the two levels of competence are intertwined in such a way that none is noticeably effective without the other. Both are a synergistic product of factors such as: Positive experience in teaching; Good teacher qualifications; Existence of good educational facilities and equipment such as, classrooms, furniture, laboratories, libraries, etc.; Teaching and learning through ones mother tongue; Daily and timeous attendance of school by both teachers and learners; • Diligence and commitment by both teachers and learners in the process of teaching and learning. The research findings are all substantiated by empirical evidence and existing literature. Recommendations The research findings carried a lot of weight. These enabled the researcher make the following recommendations: Effort must be made to identify and select to teacher training institutions those who are teachers by calling; Induction and in-service courses must be conducted from time-to-time to keep teachers motivated and devoted to their work; Ensure that all schools have enough educational resources such as classrooms, furniture, laboratories, libraries, etc.; Language proficiency must be given high priority attention; Teachers must be encouraged to improve their qualifications by engaging in life-long study programmes; Plan of action Teacher training institutions must establish criteria for selecting student -teachers who are naturally gifted in teaching. The course-content at teacher training institutions must aim at inculcating a strong sense of devotion, responsibility and accountability among student-teachers; Language proficiency among student-teachers, must receive high priority at teacher training level; The Department of Education must provide each rural school with the same facilities and equipment as the urban school. The proposed plan of action will, hopefully provide a strong base upon which teacher competence may improve from strength to strength.
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- Authors: Masondo, Frederick Maphumzane
- Date: 2012-08-16
- Subjects: Schools - Aims and objectives , Teachers - Training of - Evaluation , Teachers - Rating of - South Africa , Teacher-student relationships - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2594 , http://hdl.handle.net/10210/6043
- Description: M.Ed. , The main aim of this research essay was to uncover all the educational aims as an aspect of a teacher's educational foundation and to determine if those educational aims have any impact on and implications for the management of teacher competence. The central premise of this study was that the teachers at various levels have latent, innate abilities, which if fully developed and utilised by each teacher, each learner can reach outstanding heights of achievement to the benefit of the learner. A competent teacher, therefore, plays a major and decisive role in enabling the learner to give meaning to his/her existence in life. It is important therefore that all possible impediments and barriers on the way of teacher competence must be identified and be removed. The researcher was satisfied that the study was successful because of the following summary of findings and recommendations that are exposed below. Findings The researcher was able to reveal empirically, that the most effective teacher in terms of competence, is both educatively and collaboratively competent. It was shown that the two levels of competence are intertwined in such a way that none is noticeably effective without the other. Both are a synergistic product of factors such as: Positive experience in teaching; Good teacher qualifications; Existence of good educational facilities and equipment such as, classrooms, furniture, laboratories, libraries, etc.; Teaching and learning through ones mother tongue; Daily and timeous attendance of school by both teachers and learners; • Diligence and commitment by both teachers and learners in the process of teaching and learning. The research findings are all substantiated by empirical evidence and existing literature. Recommendations The research findings carried a lot of weight. These enabled the researcher make the following recommendations: Effort must be made to identify and select to teacher training institutions those who are teachers by calling; Induction and in-service courses must be conducted from time-to-time to keep teachers motivated and devoted to their work; Ensure that all schools have enough educational resources such as classrooms, furniture, laboratories, libraries, etc.; Language proficiency must be given high priority attention; Teachers must be encouraged to improve their qualifications by engaging in life-long study programmes; Plan of action Teacher training institutions must establish criteria for selecting student -teachers who are naturally gifted in teaching. The course-content at teacher training institutions must aim at inculcating a strong sense of devotion, responsibility and accountability among student-teachers; Language proficiency among student-teachers, must receive high priority at teacher training level; The Department of Education must provide each rural school with the same facilities and equipment as the urban school. The proposed plan of action will, hopefully provide a strong base upon which teacher competence may improve from strength to strength.
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Consideration as an aspect of transparent feedback : implications for teacher competence
- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
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- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
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Access as an aspect of transparent feedback : implications for teacher competence
- Authors: Monyane, Busisiwe Leah
- Date: 2012-09-11
- Subjects: Teachers - Rating of - South Africa , Competency based education - South Africa. , Professional education - South Africa , Disclosure of information - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10029 , http://hdl.handle.net/10210/7419
- Description: M.Ed. , The problem or this research essay can be summarised by means of the following questions: I What is teacher competence? 2 What is the role of transparent feedback when appraising teacher competence? 3 What is the crux of access as an aspect of transparent feedback when appraising teacher competence? 4 Which behaviours are representative of access when giving transparent feedback? The general aim of this research essay is to investigate ways and means in which transparent feedback could enhance teacher competence. In order to realise this general aim, my specific aim is to determine aspects that constitute transparency when giving appraisal feedback conceptualise access as an aspect of transparency determine whether or not access in giving appraisal feedback is identified during teacher appraisal.
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- Authors: Monyane, Busisiwe Leah
- Date: 2012-09-11
- Subjects: Teachers - Rating of - South Africa , Competency based education - South Africa. , Professional education - South Africa , Disclosure of information - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10029 , http://hdl.handle.net/10210/7419
- Description: M.Ed. , The problem or this research essay can be summarised by means of the following questions: I What is teacher competence? 2 What is the role of transparent feedback when appraising teacher competence? 3 What is the crux of access as an aspect of transparent feedback when appraising teacher competence? 4 Which behaviours are representative of access when giving transparent feedback? The general aim of this research essay is to investigate ways and means in which transparent feedback could enhance teacher competence. In order to realise this general aim, my specific aim is to determine aspects that constitute transparency when giving appraisal feedback conceptualise access as an aspect of transparency determine whether or not access in giving appraisal feedback is identified during teacher appraisal.
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Openness as an aspect of tactful feedback : implication for the management of educator competence
- Authors: Motau, Thandiwe Ruth
- Date: 2012-08-20
- Subjects: Honesty , Communication in education , Competency based education , Teachers - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2806 , http://hdl.handle.net/10210/6244
- Description: M.Ed. , The problem of this research project can be summarized in terms of the following questions:- What is competent feedback and how is it constructed? Which characteristics represent tactful feedback? How does openness as an aspect of tactful feedback contribute to the management of educator competence? To what extent can tactful feedback be used to enhance educator competence? Having demarcated the research problem it is now necessary to state the aim of the research. The general aim of the research project is to: investigate the components of feedback and determine how they can enhance the effectiveness of the feedback process. In order to achieve the general aim, the aim of this group was to: investigate the factors involved in tactful feedback and how they affect the feedback process. As a member of the group dealing with tactfulness as an aspect of competent feedback it was the specific aim of this mini-dissertation to:- Determine the importance of openness as an aspect of tactful feedback. Procure educator opinion as to what extent openness was present when feedback was provided. Devise a strategy indicating the role of openness in tactful feedback and how this can enhance effective feedback.
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- Authors: Motau, Thandiwe Ruth
- Date: 2012-08-20
- Subjects: Honesty , Communication in education , Competency based education , Teachers - Rating of - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2806 , http://hdl.handle.net/10210/6244
- Description: M.Ed. , The problem of this research project can be summarized in terms of the following questions:- What is competent feedback and how is it constructed? Which characteristics represent tactful feedback? How does openness as an aspect of tactful feedback contribute to the management of educator competence? To what extent can tactful feedback be used to enhance educator competence? Having demarcated the research problem it is now necessary to state the aim of the research. The general aim of the research project is to: investigate the components of feedback and determine how they can enhance the effectiveness of the feedback process. In order to achieve the general aim, the aim of this group was to: investigate the factors involved in tactful feedback and how they affect the feedback process. As a member of the group dealing with tactfulness as an aspect of competent feedback it was the specific aim of this mini-dissertation to:- Determine the importance of openness as an aspect of tactful feedback. Procure educator opinion as to what extent openness was present when feedback was provided. Devise a strategy indicating the role of openness in tactful feedback and how this can enhance effective feedback.
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Educators' perceptions on factors influencing performance appraisal systems
- Authors: Pillay, Shamala
- Date: 2012-08-08
- Subjects: Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:8977 , http://hdl.handle.net/10210/5447
- Description: M. Ed. , The purpose of performance appraisal can be seen as a means to improve the organization's performance through the enhanced performance of individuals. When people think about performance appraisal, they often refer to a number of more specific positive objectives such as, (Fisher, 1996:11): to review past performance; to assess training needs; to help develop individuals; to audit the skills within the organization; to set targets for future performance; and to identify potential for promotion. The problem, however, often stems from the negative perception of individuals that may believe that performance appraisal is simply used by an organization to apportion blame and to provide a basis for disciplinary action, or to demote or find fault with employees. Some people see it as a stick (Fisher, 1996:11) that management has introduced with which to beat people. And if that is their attitude — with or without cause, performance appraisal is doomed to failure. Improvement in performance (Redfern, 1984:1) is widely acclaimed as a most desirable goal of personal evaluation or appraisal, yet the types and kinds of evaluation procedures developed often make the attainment of this goal very difficult. A performance appraisal provides a periodic opportunity for communication between the person who assigns the work, and the person who performs it, to discuss what they expect from the others and how well those expectations are being met (Maddux, 1986:9). Performance appraisals are not hostile proceedings, nor for that matter are they social chitchat. They are an essential communication link between two people with a common purpose. Leading these discussions is not always easy, but the principles and techniques for effective sessions can be learned and applied by everyone. Too often appraisals are left until the last minute and then done in a hasty and unprofessional manner. When this occurs, the results are poor. The superior feels guilty and the employee unimportant and let down. The Government's educational reforms have created an unprecedented rate of change in schools (Healy, 1994: 9). They have also raised basic questions about the purpose of education and the nature of school management and leadership. In this context, there is an urgent need for all of us with an interest in education to step back and reflect on recent educational reforms, to reaffirm old truths and successful practice where appropriate. We need to sift out and implement the best of new ideas, modifying or abandoning those, which are a distraction from the central purpose of schools. This will ensure that an education of high quality is a guaranteed opportunity for all children and young people. Few in education would seriously question the principle of appraising the performance of educators. It is clear that leadership of high quality is a crucial ingredient of successful schools. We should therefore be seeking new insights into ideas, which contribute to effective leadership and making sure that we learn the lessons when things go wrong.
- Full Text:
- Authors: Pillay, Shamala
- Date: 2012-08-08
- Subjects: Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:8977 , http://hdl.handle.net/10210/5447
- Description: M. Ed. , The purpose of performance appraisal can be seen as a means to improve the organization's performance through the enhanced performance of individuals. When people think about performance appraisal, they often refer to a number of more specific positive objectives such as, (Fisher, 1996:11): to review past performance; to assess training needs; to help develop individuals; to audit the skills within the organization; to set targets for future performance; and to identify potential for promotion. The problem, however, often stems from the negative perception of individuals that may believe that performance appraisal is simply used by an organization to apportion blame and to provide a basis for disciplinary action, or to demote or find fault with employees. Some people see it as a stick (Fisher, 1996:11) that management has introduced with which to beat people. And if that is their attitude — with or without cause, performance appraisal is doomed to failure. Improvement in performance (Redfern, 1984:1) is widely acclaimed as a most desirable goal of personal evaluation or appraisal, yet the types and kinds of evaluation procedures developed often make the attainment of this goal very difficult. A performance appraisal provides a periodic opportunity for communication between the person who assigns the work, and the person who performs it, to discuss what they expect from the others and how well those expectations are being met (Maddux, 1986:9). Performance appraisals are not hostile proceedings, nor for that matter are they social chitchat. They are an essential communication link between two people with a common purpose. Leading these discussions is not always easy, but the principles and techniques for effective sessions can be learned and applied by everyone. Too often appraisals are left until the last minute and then done in a hasty and unprofessional manner. When this occurs, the results are poor. The superior feels guilty and the employee unimportant and let down. The Government's educational reforms have created an unprecedented rate of change in schools (Healy, 1994: 9). They have also raised basic questions about the purpose of education and the nature of school management and leadership. In this context, there is an urgent need for all of us with an interest in education to step back and reflect on recent educational reforms, to reaffirm old truths and successful practice where appropriate. We need to sift out and implement the best of new ideas, modifying or abandoning those, which are a distraction from the central purpose of schools. This will ensure that an education of high quality is a guaranteed opportunity for all children and young people. Few in education would seriously question the principle of appraising the performance of educators. It is clear that leadership of high quality is a crucial ingredient of successful schools. We should therefore be seeking new insights into ideas, which contribute to effective leadership and making sure that we learn the lessons when things go wrong.
- Full Text:
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