Human resource policy and teacher appraisal in Ontario in the era of professional accountability

Dandala, Saturnin

doi:10.1177/0892020618783817

Cited by 2 publications

(3 citation statements)

References 29 publications

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“…Table 3 illustrates that: teachers participate in classroom observation (mean=4.03); classroom observation enables the appraiser to observe all aspects of a teacher's teaching (mean=4.41). This finding agrees with earlier findings by Dandala (2019), which revealed that the most frequently utilized appraisal process remains observation based given it provides the only setting in which all the aspects of teaching can be observed. Moreover, findings revealed that classroom observation enables teachers identify their aspects of teaching that need improvement (mean=3.88); classroom observation provides immediate feedback to teachers about their teaching (mean=4.69).…”

Section: Resultssupporting

confidence: 93%

“…The most frequently utilized appraisal process remains observation based, which is widely regarded as the best, given it provides the only setting in which all aspects of teaching can be observed (Dandala (2019). Zang & Ng (2017) assert that it is through classroom observation that the evaluator can best take on an understanding of a teacher's effectiveness, as it allows physical classroom environment, students' engagement and a teacher's standards of conduct to be considered.…”

Section: Performance Appraisalmentioning

confidence: 99%

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Selected School Based Factors’ Influence on Value Addition in Secondary Education in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Odera

Sika

Olel

2022

AJEP

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Purpose: The study sought to determine value addition in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-county and to examine selected school based factors’ influence on value addition in secondary education. Methodology: The study adopted a correlational design. Correlational research design was appropriate for this study since it enabled the researcher to collect independent and dependent variable data sets with a view to determine the relationship between them (Creswell, 2012). The population comprised 49 public secondary schools in Rachuonyo South Sub-County, 49 Deputy Principals and 5132 students. The researcher used Yamane’s formula to compute a sample of 39 public secondary schools, from where 39 Deputy Principals and 4351 students were purposively sampled. Data were collected using document analysis guide and questionnaires and analysed using frequencies, means and regression analysis with the aid of SPSS V.25 software. Findings: Findings revealed value additions of -1.563125 for 2013 cohort. Regression analysis revealed that performance appraisal accounts for 17% change in value addition in secondary education of the 2013 cohort and that teachers’ professional development (β=0.325, p=0.040) has a weak significant positive relationship with value addition in secondary education of 2013 cohort. For the 2014 cohort, findings revealed value addition of -1.9363125. Regression analysis revealed that teachers’ performance appraisal account for 12% change in value addition in secondary education and that teachers’ performance appraisal (β=0.386, p=0.009) has a weak significant positive relationship with value addition in secondary education. Unique contribution to model and practice: The study contributes to literature by providing analysis of value addition in secondary education and teacher performance appraisal contribution to value addition in the context of Kenya.

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Section: Resultssupporting

confidence: 93%

Section: Performance Appraisalmentioning

confidence: 99%

Selected School Based Factors’ Influence on Value Addition in Secondary Education in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Odera

Sika

Olel

2022

AJEP

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“…Deming (1986) and Breedlove (2011) further state that if not used properly, teacher appraisals can lead to frustration, anger and reduced levels of motivation. Dandala (2019: 8) suggests that ‘the lack of enthusiasm among teaching employees can be interpreted as a token of distrust in the [teacher performance appraisal] process’. Research has indicated that the methods of appraisal are often flawed (Jacob and Lefgren, 2007).…”

Section: Introductionmentioning

confidence: 99%

Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Nkoma¹,

Shoshore²

2021

Educational Management Administration & Leadership

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The study sought to explore rural and urban primary school heads’ perspectives on staff appraisal systems in Masvingo Province, Zimbabwe and utilised a qualitative approach based on a phenomenological design. Five rural primary school heads and five urban primary school heads with at least 14 years of experience were purposely selected. In-depth, face-to-face phenomenological interviews were conducted to collect the lived experiences of participants in relation to performance appraisal systems for teachers. Data were transcribed verbatim and analysed thematically. Three major themes emerged: (a) implementation of performance appraisals; (b) feedback and professional development; and (c) challenges with regard to the implementation of performance appraisals. The economic crisis in Zimbabwe has had a negative impact on school performance appraisal systems. Both school locations had implemented such systems, but were faced with limited resources, time constraints and teachers’ lack of interest in being promoted. In looking at the differences between rural and urban school head participants, the focus was on observation and feedback processes. This study has important implications for staff appraisal systems in Zimbabwe.

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Human resource policy and teacher appraisal in Ontario in the era of professional accountability

Cited by 2 publications

References 29 publications

Selected School Based Factors’ Influence on Value Addition in Secondary Education in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Selected School Based Factors’ Influence on Value Addition in Secondary Education in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

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