The perceptions of secondary school teachers on the effectiveness of national external teacher evaluation in the Hardap region, Namibia

Abstract

The purpose of this study was to explore the perceptions of secondary school teachers in the Hardap Region Namibia. More specifically, the study explored teachers’ perceptions on how the National External School Evaluation (NESE) impacted teaching and learning in their classrooms. The study employed a qualitative design, using an in-depth face-to-face individual and focus group interviews instruments. Data were collected from twenty two (22) secondary school teachers who were randomly selected from the four (4) evaluated secondary schools in the Region. Thematic interpretive data analysis technique was used to analyse data by inducing themes as they emerge from the data. The findings revealed that Hardap Region secondary school teachers perceived NESE’ as “somewhat valuable”, with some positive and negative impacts on teaching and learning. Secondary school teachers also made some suggestions on how NESE can be improved to impact more positively on teaching and learning in their classroom.