Teachers perceptions of the relevance of performance indicators for school improvement and development in Namibia
Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of this study was to investigate teachers‟ perception(s) of the relevance of performance indicators for school improvement and development in Namibia. The study employed a case study involving two school principals, two heads of department (HODs) and five teachers. Interviews were used to collect the data. The study found that almost all teachers acknowledge the importance of the PIs and believe that they succeed in improving the provision of quality education if they are properly implemented. The study also found that both school principals experience many challenges with the implementation of these PIs. The analysis was framed by interpretive theory as the study is exploratory. Performance indicators (PIs) have become the yardstick by which internal and external school evaluators can assess whole school performance. The focus of this case study was on Grade 10 school performance in the Katima Mulilo rural circuit and an urban secondary school in the Caprivi education region of Namibia. Grade 10 is one of the school levels in which low academic performance has been found to be common in the Caprivi region. The study included a literature review of studies on performance indicators in different parts of the world.
AFRIKAANSE OPSOMING: No Afrikaans abstract available