TEACHER APPRAISAL

351 Pages·2014·3.97 MB·English

TEACHER APPRAISAL: AN EVALUATION OF PRACTICES IN
BOTSWANA SECONDARY SCHOOLS
by
PEDZANI PERCI MONYATSI
submitted in accordance with the requirements for the degree of
DOCTOR OF EDUCATION
in the subject
EDUCATION MANAGEMENT
at the
UNIVERSITY OF SOUTH AFRICA
PROMOTOR: PROF GM STEYN
JOINT PROMOTOR: PROF GD KAMPER
NOVEMBER 2002
I declare that:
TEACHER APPRAISAL: AN EVALUATION OF PRACTICES IN
BOTSWANA SECONDARY SCHOOLS is my own work and that all the
sources that I have used or quoted have been indicated and acknowledged by
means of complete references.
DOCTOR OF EDUCATION
EDUCATIONAL MANAGEMENT
PROMOTER: PROF GM STEYN
JOINT PROMOTER: PROF GD KAMPER
/
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ACKNOWLEDGEMENTS
I am indebted to the following people who immensely contributed towards
this thesis in many important ways:
Prof G M Steyn, my promoter, and Prof G D Kamper, for their invaluable
professional guidance of this thesis. Dr B J Magura willingly edited the
thesis. Dr B Moswela, who initiated my involvement with UNISA by
encouraging me to do my doctorate by distance mode as he was doing it
himself. Whenever I wanted to discuss educational issues involving my
studies, I also involved him and he was an asset. He offered some guidance
indeed.
To my wife, Caroline Pinkie, who has been a pillar of strength by
encouraging me to cruise on, through thick and thin, even when I was at my
lowest ebb health-wise. My two daughters, Nonie and Chinodiwa for also
encouraging me in many ways, and my son Chabo, who also helped with the
computer work when it was tough. My mother, Seolatlheng and others
whom I know were praying for my success throughout.
A special acknowledgement needs to be extended to Dr Richard Tjombe
Tabulawa who was there for me from beginning to end. He gave some
professional guidance at the initial stages when my confidence was waning.
He managed to get me sponsorship from NUFU-Project. Na mangwana
mundambeni. Finally, but not least, my gratitudes go to colleagues in
secondary schools who always encouraged me to soldier on.
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SUMMARY OF THE THESIS
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
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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.
Key terms
• Professional development
• Staff development
• Transparency
• Feedback
• Classroom observation
• In-service training
• Collaboration
-
......
• Review ~-, .......... -.... ....... ~--· ~ ....
• Evaluation
..
• Accountability
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TABLE OF CONTENTS
CHAPTER ONE .................................................................... 1
ORIENTATION OF THE STUDY
1.1 Introduction .................................................................... 1
1.2 Brief history of education in Botswana ..................................... 5
1.3 Appraisal in Botswana secondary schools ................................. 8
1.4 Significance of the study ................................................... 11
1.5 Problem statement ........................................................... 12
1.6 Objectives of the study ...................................................... 13
1. 7 Research methods and design .............................................. 14
1. 7 .1 Research methods ........................................................... 14
1. 7 .2 Data collection techniques ................................................. 15
1. 7 .3 Population and sampling procedures ..................................... 15
1.8 Definition of terms .......................................................... 16
1.8.1 Teacher appraisal ............................................................ 17
1.8.2 Evaluation .................................................................... 18
1.8.3 Inspection ..................................................................... 19
1.9 Organization of the study ................................................... 20
1.10 Summary ..................................................................... 21
CHAPTER TWO .................................................................. 22
LITERATURE REVIEW: TEACHER APPRAISAL
2.1 Introduction .................................................................. 22
2.2 Performance appraisal ...................................................... 22
2.3 Purpose of appraisal ......................................................... 24
2.4 Teacher appraisal ............................................................ 30
VI
2.4.1 Definition ..................................................................... 30
2.4.2 Appraisal in teaching versus in commerce and industry ............... 32
2.4.3 Teacher appraisal and the school effectiveness movement ........... .38
2.4.3. lParticipatory leadership ................................................... .39
2.4.3.2 Shared vision and goals .................................................. .40
2.4.3.3 Teamwork ................................................................... 40
2.4.3.4 A learning environment .................................................. .41
2.4.3 .5 Emphasis on teaching and learning ..................................... .41
2.4.3.6 Explicit high expectations ............................................... .41
2.4.3.7 Positive reinforcement ................................................... .42
2.4.3.8 Monitoring progress ...................................................... .42
2.4.3.9 Professional development ............................................... .42
2.4.3.10 Teacher collaboration and collegiality ................................ .43
2.4.3 .11 Home/school partnership ................................................ .43
2.4.4 Appraisal and the school development plan ............................ .44
2.4.5 Appraisal and control processes .......................................... .47
2.5 Advantages and disadvantages of appraisal .............................. 56
2.5.1 The advantages of teacher appraisal ...................................... 56
2.5.2 Disadvantages of teacher appraisal ....................................... 60
2.6 Models of appraisal ......................................................... 61
2.6.1 The accountability model of appraisal .................................... 62
2.6.1.1 The central control model ................................................. 63
2:6.1.2 The self accounting model ................................................ 63
2.6.1.3 The consumerist model ................................................... 64
2.6.1.4 The chain of responsibility model ....................................... 64
2.6.1.5 The professional model ................................................... 65
2.6.1.6 The partnership model ................................................... 66
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2.6.2 Staff development model ................................................... 68
2.6.3 Critique of the accountability and developmental models ............. 72
2.7 The appraisal process .......................................................7 6
2. 7 .1 The initial meeting .......................................................... 78
2.7.2 The self-appraisal ........................................................... 80
2.7.3 Class observation and data collection .................................... 82
2.7.3.lThe observation itself ...................................................... 87
2.7.3.2 Following the observation ................................................ 87
2. 7.4 Appraisal discussion, target setting and appraisal statement ......... 87
2.7.4.1 The appraisal discussion ................................................... 87
2.7.4.2 Target setting ............................................................... 92
2.7.4.3 The appraisal statement ................................................... 93
2.7.4.4 Follow-up discussion and training ....................................... 96
2.7.4.5 Formal review meeting .................................................... 96
2.8 History of teacher appraisal in Great Britain and the United
States of America ............................................................ 98
2.8. l Teacher appraisal in Great Britain ........................................ 98
2.8.2 Teacher evaluation in the United States of America .................. 106
2.8.3 Lessons learnt from the two case studies ............................... 111
2.9 Conclusion .................................................................. 114
CHAPTER THREE ............................................................. 116
THE EDUCATIONAL SYSTEM AND POLICY CONTEXT
OF TEACHER APPRAISAL IN BOTSWANA
3 .1 Introduction ................................................................ 116
3 .2 The development of secondary education in Botswana since
independence ............................................................... 11 7
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3 .2.1 The first national commission on education: Education for
Kagisano (social harmony) of 1977 ..................................... 119
3.2.2 The revised national policy on education of 1994 ..................... 123
3.2.3 Teacher training and supply .............................................. 125
3.3 Teacher appraisal in Botswana secondary schools .................... 128
3 .3 .1 The confidential reports ................................................... 129
3.3.2 The job evaluation exercise of 1988 .................................... 133
3.3.3 The current teacher appraisal scheme: Form TSM 3/4 ............... 137
3.3.3.1 The appraisal process .................................................... 139
3.3.3.2 Critique of Form TSM 3/4 ............................................... 141
3.4 Summary .................................................................... 150
CHAPTER FOUR ............................................................... 152
RESEARCH DESIGN
4.1 Introduction ................................................................. 152
4.2 Restatement of the research question .................................... 152
4.3 Aims and objectives of the study ........................................ 153
4.4 Research methods ......................................................... 154
4.4.1 The nature of social reality ................................................ 155
4.4.2 Objectivity-subjectivity ................................................... 158
4.4.3 Cause-effect relationship .................................................. 160
4.4.4 Value and beliefs ........................................................... 161
4.5 Data collection techniques ................................................ 164
4.5.1 The research instruments ................................................. 165
4.5 .1.1 The survey questionnaire ............................................. 166
4.5.1.2 The semi-structured interview ....................................... 171
4.6 Population and sampling procedures .................................... 176
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4.6.1 Population .................................................................. 176
4.6.2 Sample ...................................................................... 178
4.7 Data analysis ............................................................... 180
4. 7 .1 Postal questionnaire ....................................................... 180
4.7.2 The semi-structured interview ........................................... 181
4. 8 Trustworthiness of the research .......................................... 182
4.9 Summary .................................................................... 185
CHAPTER FIVE ................................................................ 187
RESEARCH FINDINGS: ANALYSIS AND DISCUSSIONS
5.1 Introduction ................................................................ 187
5 .2 Demographic data ......................................................... 187
5.2.1 Population of the study ................................................... 188
5.2.2 Distribution of respondents by age ...................................... 188
5 .2.3 Distribution of respondents by highest qualifications ................ 190
5.2.4 Teaching experiences of respondents ................................... 191
5.2.5 Posts of responsibilities of respondents ................................. 193
5 .3 Analysis and discussion of research findings .......................... 194
5 .3 .1 Purposes of teacher appraisal in Botswana secondary schools ...... 195
5 .3 .l .l Monitoring of teachers' performance ............................... 196
5.3.1.2 Identification of teachers for promotion (career progression) .... 201
5.3.1.3 Identification of teavhers' professional development and
training needs ........................................................... 204
5.3.1.4 Identification of teachers for annual increment .................... 208
5.3.l.5 Appraisal for accountability purposes ............................... 212
5.3.1.6 Miscellaneous .......................................................... 21 7
5 .3 .2 The effectiveness of teacher appraisal in Botswana secondary
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