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Teacher Appraisal: an evaluation of practices in Botswana Secondary Schools

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dc.contributor.advisor Steyn, G.M. (Prof) en
dc.contributor.advisor Kamper, G.D. (Prof) en
dc.contributor.author Monyatsi, Pedzani Perci en
dc.date.accessioned 2009-08-25T10:52:44Z
dc.date.available 2009-08-25T10:52:44Z
dc.date.issued 2009-08-25T10:52:44Z
dc.date.submitted 0000-00-00 en
dc.identifier.uri http://hdl.handle.net/10500/1413
dc.description.abstract This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis. Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study. A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools. From both the literature reviews and the empirical research findings, it became clear that:  Teacher appraisal is a process and not an event;  The clarity of the purpose of the appraisal process is fundamental to its effectiveness;  The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;  Feedback is a sine qua non for the appraisal process to be effective. en
dc.format.extent 1 online resource (79 p.)
dc.language.iso en en
dc.subject Professional development en
dc.subject Staff development en
dc.subject Transparency en
dc.subject Feedback en
dc.subject Classroom observation. in-service training en
dc.subject Collaboration en
dc.subject Evaluation en
dc.subject Review en
dc.subject Accountability en
dc.subject.ddc 371.44096883
dc.subject.lcsh Teachers -- Rating of -- Botswana
dc.subject.lcsh High school teachers -- Rating of -- Botswana
dc.subject.lcsh Teachers -- Training of -- Botswana
dc.title Teacher Appraisal: an evaluation of practices in Botswana Secondary Schools en
dc.type Thesis en
dc.description.department Teacher Education en
dc.description.degree D.Ed. (Education Management) en


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