The effectiveness of methods to assess teachers’ performance in Mafikeng Secondary Schools, South Africa

Abstract

The study investigated the effectiveness of methods to assess teachers’ performance in Mafikeng, South Africa. As enshrined in the South African Constitution, every learner has the right to quality education. It is therefore critical to examine the effectiveness of teachers’ assessment methods used in schools for quality assurance. A qualitative research approach and a case study design were used. Three secondary schools were conveniently selected to take part in the study. The population of the study was composed of Principals, Heads of Departments (HODs) and teachers with experience in teachers’ performance assessment. Data was collected through focus group interviews with teachers and in-depth interviews with principals and HODs. Document analysis was also used during data collection to ensure the credibility of the study. Thematic data analysis and presentation revealed that participants understood teacher performance assessment. It also revealed benefits associated with teacher assessment such as improved quality teaching and learning, teachers’ professional development and attainment of school goals. Findings further indicated that assessment timelines differ in selected schools. Principals, HODs, School Development Teams, Peer educators and concerned educators conduct teacher assessments. The methods that were used for teacher performance assessment are IQMS which consist of lesson observation, peer and self-assessments and assessments outside the classroom. Some schools used informal school-based assessment. Findings further revealed that IQMS is not an effective tool for teachers’ assessment because it is associated with many challenges such as too much paperwork, lack of feedback, training, and development. The study recommended that School Management Teams should work in consultation with Circuit Managers to continuously monitor the implementation of the performance assessment for quality assurance and provide prompt and constructive feedback. The Department of Education should conduct research and benchmark with international countries on the teacher performance assessment methods. They should develop clear, accurate and coherent models for the implementation of Continuing Professional Teacher Development and Quality Management System. Stufflebeam’s CIPP model of 1983 can be benchmarked with when implementing the new QMS in 2022.