dc.contributor.advisor | Van Kradenburg, L. P. | en_ZA |
dc.contributor.author | Mudau, Humbulani Bernard | en_ZA |
dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. | en_ZA |
dc.date.accessioned | 2012-08-27T11:34:46Z | |
dc.date.available | 2012-08-27T11:34:46Z | |
dc.date.issued | 2000-12 | |
dc.identifier.uri | http://hdl.handle.net/10019.1/51930 | |
dc.description | Thesis (MEd)--Stellenbosch University, 2000. | en_ZA |
dc.description.abstract | ENGLISH ABSTRACT: Chapter 1 provides the motivation for the study and a description of the problems. It
outlines the aims of the research, the methodology used and clarifies certain concepts that
will be used in this study.
Teaching, like in any other sectors, need to be appraised and supervised. This helps teachers
to know whether their teaching is successful or whether they need help. On the other hand,
the employer must also know whether teachers are doing what is expected of them. Both the
employer and the employees must understand the need for appraisal and its necessity in
schools.
In Chapter 2, different appraisal approaches (judgemental and developmental) are identified.
For a long time in South Africa, the judgemental approach was used to victimise and
intimidate teachers. Consequently, teachers are no longer interested in this kind of approach.
They regard this approach as a fault-finding one that has caused the general breakdown of
educational activities in the early 1990s. What teachers need is simple and clear. They need
an appraisal that definitely facilitates their personal and professional development so that
the quality of teaching and education management can be improve.
The discussion in Chapter 3 centres around different appraisal methods designed to
empower secondary school principals with necessary management and communication skills,
knowledge and competencies that would help them to conduct an effective and acceptable
appraisal. On the other hand, teachers need to have a sense of ownership in the process that
affects their work. For this reason, teachers' involvement in the appraisal process is of a
paramount importance. This involvement can be in the form of the SDTs or appraisal panels.
Therefore, teachers support the new developmental appraisal approach that emphasises
openness, transparency, a climate of democratic decision making, respect of individual rights,
an effective support structures for all staff and commitment to the professional development
of all staff. Chapter 4, therefore centres around the developmental aspects of teacher appraisal. From
the management point of view, the principal is the most important key player in this process.
They are responsible for the professional management of the school, i.e. day-to-day
organisation and control of the teaching and learning activities. This means that he or she
must constantly monitor the teaching and learning processes and not learners outcomes only.
As long as teachers are appraised, feedback on performance must be provided as soon as
possible. Unlike in the judgemental approach, teachers deserve to be praised for the good
work they do. Even if the performance is less satisfactory, feedback should be given in
positive terms.
It should be borne in mind that the appraisal process depends on the appropriate structures
and procedures that need to be reinforced by effective personal relationships. If principals
can develop a trusting relationship with teachers in regard to teacher appraisal and
supervision, teachers will tend to be more receptive. Unless school principals are committed
to undergo some training, or to attend appraisal workshops or seminars, it will be difficult for
many principals to acquaint themselves with this new developmental appraisal approach.
Chapter 5 contains an overview and the findings about teacher appraisal. It is a conclusive
chapter with certain recommendations i.e. recommendations for the enhancement of teacher
appraisal process and suggestions for further research. | en_ZA |
dc.description.abstract | AFRIKAANSE OPSOMMING: Hoofstuk 1 bevat die motivering vir die studie, asook h beskrywing van die probleme wat as
agtergrond gedien het vir die studie. Die doelstellings van die navorsing en die metodologie
wat gevolg gaan word, word hier uiteengesit. Ook word konsepte/begrippe wat in die studie
gebruik word in hierdie hoofstuk verduidelik.
In die onderwys, soos in enige ander ekonomiese of maatskaplike instansie, behoort prestasie
beoordeel te word. Dit help onderwysers om te bepaal of hulonderrig suksesvol is en of
hulle hulp nodig het. Aan die ander kant moet die werkgewer ook weet of die onderwysers
doen wat van hulle verwag word. Beide werkgewer en werknemer moet die noodsaaklikheid
van en die behoefte aan prestasiebeoordeling in die skole begryp.
In Hoofstuk 2 word verskillende prestasiebeoordelingbenaderings (beoordelend en
ontwikkelend) geïdentifiseer. Vir h geruime tyd is die beoordelende benadering in Suid-
Afrika gebruik om die werkprestasies van onderwysers te evalueer. Onderwysers is om
verstaanbare redes nie voorstanders van hierdie benadering nie. Volgens hulle is hierdie
benadering net ingestelop die vind van foute. Dit het dan ook in h hoë mate aanleiding
gegee tot die algemene aftakeling van veralonderrigaktiwiteite in die vroeë negentigerjare.
Onderwysers benodig h prestasiebeoordelingstelsel wat hul persoonlike en professionele
ontwikkeling sodanig fasiliteer dat die kwaliteit van onderwys en onderrig sal verbeter.
Hoofstuk 3 fokus op verskillende prestasiebeoordelingmetodes wat ontwerp is om die
skoolhoofde van sekondêre skole te bemagtig met die nodige bestuur- en
kommunikasievaardighede en kennis en bevoeghede om prestasiebeoordeling op h effektiewe
en aanvaarbare wyse uit te voer. Aan die ander kant behoort die onderwysers eienaarskap te
hê in die beoordelingsproses, met ander woorde, behoort hulle betrokke daarby te wees.
Hierdie betrokkenheid kan gestalte kry in personeelontwikkelingspanne. Onderwysers
ondersteun juis daarom die ontwikkelende beoordelingsbenadering wat klem lê op openheid,
deursigtigheid, demokratiese besluitneming, respek vir individuele regte, effektiewe
ondersteuningstrukture vir alle personeel en die betrokkenheid van personeel by hulle
professionele ontwikkeling. In Hoofstuk 4 word die ontwikkelingsaspekte by die beoordeling van onderwysers
uiteengesit. Binne die bestuursproses is die skoolhoof die belangrikste rolspeler in hierdie
verband. Hy is verantwoordelik vir die professionele bestuur van die skool, wat onder andere
insluit die dag-tot-dag organisasie en kontrole van die onderrig- en leeraktiwiteite. Hy of sy
moet die onderrig- en leerprosesse kontant monitor, en nie slegs die leeruitkomstes nie.
Wanneer onderwysers beoordeel word, moet terugvoer so gou as moonlik plaasvind. Anders
as by die beoordelende benadering word onderwysers by die ontwikkelingsbenadering geprys
vir die goeie werk wat hulle verrig. Al is die gehalte van h onderwyser se werk ook
onbevredigend, behoort terugvoer op h positiewe wyse hanteer te word.
Omdat die sukses van die beoordelingsproses in h groot mate afhang van die gepaste
strukture en prosedures, moet dit ook deur effektiewe persoonlike verhoudings versterk word.
h Vertrouensverhouding tussen die skoolhoof en sy onderwysers met betrekking tot die
proses van supervisie en hulle prestasiebeoordeling, salonderwysers meer ontvanklik maak.
Om h sukses te maak van hierdie nuwe ontwikkelende prestasiebeoordelingbenadering,
behoort skoolhoofde bereid te wees om opleiding te ondergaan, of om prestasiebeoordelingswerkswinkels/
seminare by te woon.
Hoofstuk 5 bevat h samevattende oorsig van die skripsie en verwys ook na die bevindinge
van die studie. Hierin word ook sekere aanbevelings gemaak te opsigte van die hele proses
van prestasiebeoordeling, asook voorstelle vir verdere navorsing. | af_ZA |
dc.format.extent | 115 leaves | |
dc.language.iso | en_ZA | |
dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
dc.subject | Teachers -- Rating of | en_ZA |
dc.subject | Teaching -- Evaluation | en_ZA |
dc.subject | Education -- South Africa -- Northern Province | en_ZA |
dc.subject | Dissertations -- Education | en_ZA |
dc.title | Teacher appraisal in the Northern Province : a management perspective | en_ZA |
dc.type | Thesis | en_ZA |
dc.rights.holder | Stellenbosch University | en_ZA |