This diploma thesis concentrates on the analysis of personal work in the retail company AHOLD Czech Republic, a.s. with focus on areas of appraisal and development of its employees. In the first part I describe the theoretical overview on used methods when evaluating employees, which I later apply to the company. I also offer possible innovation of this system. The second part is focused on development, methods of learning and implementation of talent management within AHOLD Czech Republic, a.s.

Mini-dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Management at the University of Zululand, 2010. / The purpose of this study was to determine the nature of development appraisal system and views of educators on the new model. Relevant literature was reviewed in order to determine the nature of development appraisal and to determine educator’s views on appraisals in developing countries. The subject of this study was 100 primary educators from primary and secondary schools in Bhekuzulu circuit in Vryheid district. The empirical investigation that was conducted revealed that a variety of appraisal models emphasized, amongst others that have been identified, teacher development as the main purpose of an appraisal. A positive attitude towards the implementation of appraisals and effectiveness in doing so realized the essence of goals of appraisal. The study revealed that appraisal can bring about renewal of classroom teaching, improve relationships with learners, and induce openness and sharing of ideas and problems. The empirical investigation revealed that most respondents have been appraised and that they realized the importance of this model. The following major findings emerged from the empirical investigation: Most educators had been appraised and that they realized the importance of developmental appraisal. In South Africa, development appraisal represented the paradigm shift away from traditional appraisal system. Development appraisals emphasise quality of education and assist in monitoring school objectives.

This thesis deals with the developmental appraisal system which was introduced in 1998 to address the professional development of educators in the Republic of South Africa. Development Appraisal System (DAS) is one of the processes of transformation which was introduced after the democratic elections of 1994. This process was necessitated inter-alia by the following challenges, which seem to be faced by educators in the classroom: <ul> <Li> Redeployment of educators;</li> <li> Upgrading of educator’s qualifications;</li> <li> Curriculum change. National Curriculum Statement (NCS);</li> <li> Outcomes Based Assessment (OBA); and</li> <li> Inclusivity–the policy that addresses learner’s barriers in the classroom, used to be called Education for Learners with Special Education Needs (ELSEN)</li>.</ul> The following three questions therefore provide the focus of the study:<ul> <li> What is the nature and scope of DAS and how does it relate to the professional development of educators?;</li> <li> Which appraisal models can be used to understand and contextualise the DAS in the professional development of intermediate phase educators; and</li> <li>To what extent has DAS contributed to the professional development of the intermediate phase educators?</li></ul> Data was collected through the use of a questionnaire and semi-structured interviews. The target group of this study is the primary school educators in the intermediate phase because they were exposed to all the curriculum changes, for example, NATED 550, Curriculum 2005 and finally, National Curriculum Statement. There were 4 participants in the study from each of the sampled schools. The participants from each school comprised of the principal, the HOD and two educators. The two educators, the Heads of Departments and some principalsof very small schools, completed the questionnaires, and semi-structured interviews were conducted with the principals who did not complete the questionnaires. The study was conducted in both rural and urban schools, to determine how educators from different settings perceived educator appraisal. The following are the most important findings applicable to the third research question, namely, the contribution of the developmental appraisal on the professional development of the primary school educators.<ul> <li> The study revealed that appraisal was implemented in the Republic of South Africa but there are still some factors that may still limit the potential of appraisal and they are as follows:</li> <li> Lack of capacity of the appraisers, appraisees and the workshop facilitators;</li> <li> Lack of time; money and the necessary resources for the purposes of developing educators on the needs identified during the appraisal process.</li> <li> Lack of support from the Area Project Office; school development teams and School Management Teams (SMTs) due to overloading caused by the Post Provisioning Model (PPM). As a result of this model, the school structures failed to address the needs which were identified during the appraisal process;</li> <li> Inadequate training in appraisal; and</li> <li> Lack of monitoring of the appraisal process.</li></ul> The study clearly indicated that if appraisal can be effectively implemented by addressing the educators’ identified needs, it may definitely benefit all in the education fraternity, and the implementation of the new curriculum and other departmental initiatives may not be riddled with problems. The current study serves as an advice to managers at all levels that, if time and resources are not prioritised for educator development, this could make the educator negative about the whole appraisal process. The study recommended the following:<ul> <li> That appraisers and appraisees be re-trained in appraisal as well as self assessment; <li> That the training needs identified during the appraisal process be met;</li> <li> That the appraisal process be monitored; and</li> <li> Newly appointed educators should be mentored.</li></ul> / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Submitted in partial fulfillment of the requirements of the degree of Master of Education in the Department of Educational Planning and Administration, University of Zululand, 2002. / This research examined the role of performance based teacher appraisal and development in the educator's professional growth and improvement of education. The study made use of questionnaires to establish the perceptions of educators towards performance based teacher appraisal and development. The findings established that post level one educators and school management teams which were sampled have different views and perceptions on performance based teacher appraisal. Most post level one educators perceive the developmental appraisal system (DAS) as evaluative. They believe it exposes their weaknesses and does not lead to their development and promotion. They believe that developmental appraisal does not have a positive impact on their teaching. They also feel that developmental appraisal system (DAS) is not a factor in the improvement of education because it is only targeting them as educators. As yet, they do not see DAS as contributing to their growth. School management teams on the other hand perceive that performance based teacher appraisal plays a vital role in the educator's professional growth, the improvement of education and the development of schools as efficient and effective learning organisations. The school management teams believe that developmental appraisal is desirable if schools are to provide learners with quality education which will ensure that schools achieve excellence. On the basis of views and opinions of respondents, the study concluded that performance based teacher appraisal and development is desirable for education and growth of schools as effective and efficient teaching and learning institutions. However, there is need to assist educators to realise that DAS is important for their growth. More important, the process of the implementation of DAS, it is concluded, needs to promote educator development.

Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This study aims to give insights into the nature and extent of professional teacher development by the department of education through class visits, and subsequently its impact on professional teacher development in the white hazy circuit in Mpumalanga province. This study further examines measures and recommendations to be put in place which can help to improve the programme (class visits), also the effectiveness of this programme in professional teacher development. The study further highlights key issues regarding class visits with regard to professional teacher development. The study further highlights strategies that can be put in place to enhancing class visits as a programme for professional teacher development. The study further highlights key recommendations to be put in place to enhance class visits as professional teacher development programme. KEY WORDS Professional Teacher Development; Development Appraisal System; Integrated Quality Management Systems; development support group; Continuing Professional Teacher Development.

The study sought to investigate the role of Heads of Departments (HoDs) in the teaching of mathematics in primary schools of the Eastern Cape Province in the OR Tambo Inland District using a qualitative approach and a case study design in particular. Data was collected using both semi-structured and focus group interviews with eight purposively selected heads of departments in the district in six schools. Data was analysed using Colaizzi’s method of data analysis from which three themes emerged. The first one was that the current performance management system interfered with the roles and responsibilities of the HoDs in schools in their daily activities and in the organisation of their work. Second, the barriers in achieving learners’ good performance in mathematics interfered with the HoDs’ responsibilities to achieve good learner performance in the subject. Third, a weak support system and inadequate resources interfered with the learners’ performance in the subject. The results here indicate that HoDs for mathematics experience various obstacles, which affect subject teachers’ implementation to yield positive results, ultimately leading to poor teaching and learning of the subject. These include the admission of learners without the necessary foundations in mathematics which was viewed as an obstacle to learner performance. The study further suggested that the HoDs of mathematics should be capacitated on use of teaching aids, management and administration to improve learner performance in the subject. / Educational Management and Leadership / M. Ed. (Education Management)