M.Ed. (Educational Management) / Please refer to full text to view abstract

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education at the Durban Institute of Technology, 2003. / This research investigates the South African Developmental Appraisal System (DAS). It is concerned with exposing implementation problems arising from its perception by educators in four secondary schools in the Central Circuit of the Inanda District ofKwaZulu-Natal. / M

This empirical study explored the relationship between teacher efficacy and each of school level organizational conditions and teacher demographic characteristics in order to provide information which could be used in school improvement planning. Teacher efficacy, the extent to which teachers believe they have the capacity to affect student performance, has two components as defined in this study: teaching efficacy, and personal teaching efficacy. Teaching efficacy, considered to be a general measure of teacher efficacy, describes the teacher's belief in the ability of teachers, as a group, to influence learning. Personal teaching efficacy, considered to be the more specific and important measure of the two, describes the belief that the individual teacher has the skills and abilities to bring about student learning. The teacher's sense of personal teaching efficacy is believed to have the most potential for affecting the teacher's motivation and future behaviour. A teacher's sense of efficacy is believed to be affected by several variables including school level organizational conditions and teacher demographic characteristics. Nine school level organizational conditions and five teacher demographic characteristics were selected for study from the literature because they had been positively related to good schools. A volunteer sample of 339 school-based teachers in one Alberta school district were surveyed and the principal of each of 15 schools was interviewed. Quantitative analyses were used with the teacher as the unit of analysis; these findings were verified and amplified using a qualitative analysis with the school as the unit of analysis. The main conclusions were: (1) teacher sex and teaching grade level were significantly related to teacher efficacy, while teacher age and experience were not; and (2) teachers' perceptions of student behaviour and horizontal communication were significantly related to teacher efficacy. The study suggests seven implications for school administrators and others interested in enhancing teachers' sense of efficacy. These include: (1) providing opportunities for teachers to discuss instruction-related topics; and (2) implementing a school discipline policy aimed at improving student behaviour. Ten implications for further research include the consideration of a secondary school focus and also the use of research methods with the potential to establish a causal relationship between teacher efficacy and school level organizational conditions. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This investigation focused on describing cognition in performance judgment of teaching in higher education. The influence of appraisal purpose and cue dimensionality was observed on subjective importance and utilization of information. Information integration strategies were examined in relation to purpose and cognitive complexity. Exploratory analysis focused on the measurement of good instructor schema profiles, and on the effect of cognitive complexity on halo in performance ratings. Seventy subjects were assigned randomly to two purpose conditions in the experiment: summative and formative judgment. Two questionnaires, two rating tasks, and a Role Construct Repertory grid were adminstered for data collection. The data were analyzed through regression modeling at the individual level and via analysis of variance procedures at the group level. The results indicate that the impact of cue dimensions is strong on subjective importance and utilization of information but varies with the purpose of appraisal. Raters valued and utilized trait information more than behavior information in evaluation required for personnel decisions. Where evaluation was feedback on the quality of teaching and expressed the need for improvement, raters utilized behavior information more than trait information. This pattern of information utilization suggests that saliency of information in performance judgment is a function of purpose and cue dimensionality, and that appraisal purpose has an effect on raters' cognition through schematic processing. The results also show that the use of varied strategies in mentally integrating dimensions of information is affected by raters' cognitive complexity. Although subjects mainly used compensatory strategies, the complex individuals used noncompensatory strategies as well. Exploratory analysis shows that cognitive complexity also affects halo in rating judgments. The findings seem to support the validity of student rating of instructors, and the utility of cognitive complexity construct in understanding performance judgment. It is suggested that the influence of schematic processing and cue saliency be addressed in further theorizing and research on performance judgment. As well, the inclusion of purpose of judgment and developmental constructs, such as cognitive complexity, is recommended for theorizing and research on judgment processes. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

M.Ed. (Education Management) / Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation system. The purpose of this study is to demonstrate the relation between communication and the evaluation system. In chapter 1 the concepts standards, criteria, communication and evaluation system are clarified. The problems relating to the effective functioning of the system are discussed. The teachers are not explicitly informed of the aims of the system, as well as the standards and criteria which are to be applied. This inadequate communication causes the evaluation system as well as effective education to suffer. The aim of this study is thus: *to explain and clarify the criteria and standards applicable to the teacher evaluation system, * to identify the essential communication; and characteristics of transparent * to identify evaluating techniques the school principal may use to create a positive inclination towards the evaluation system. Chapter 2 is a discussion of the criteria used in the present system. It is further important to consider the numerous variables influencing the evaluation process. It is of utmost importance for the evaluator (school principal) to be familiar with all the facets of the system. It is his task to motivate his staff to participate with a positive attitude. For the teacher it is, however, just as important to receive explanations concerning the evaluation scales, categories and instruments against which he or she is to be evaluated. In chapter 3 the characteristics of communication are described. This chapter serves as an aid to the school principal since the success of the total evaluation system rests on efficient and transparent communication. The principles of effective communication, communication models and the various means of communicating are described. Another important issue are the causes of defective or poor communication. In conclusion clinical management is discussed as a means whereby communication obstructions may be reduced. Possible evaluation techniques are described in chapter 4. The preconditions for the achievement of evaluation objectives as well as the process itself are dealt with. It is important for the principal to plan and prepare the evaluation process so that the persons involved receive the necessary information and explanations. The actual evaluation can then take place. The most important part of the evaluation process still lies ahead, but unfortunately, in many schools, this never occurs. It is of great importance to the teachers to receive feedback. The positive as well as the negative results must be available so that the teacher knows in which areas improvements are necessary. It is also expected that the school principal provides the necessary guidance for training and development. The ultimate goal of teacher evaluation is the achievement of more effective education and the use of transparent communication by the headmaster to clarify the evaluation process could serve as a catalyst towards this end.

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.

Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to investigate educators' perceptions of quality assurance in education. During the quality assurance process educators are evaluated on the quality of their delivery inside and outside the classroom, in order to assess whether successful educational outcomes are achieved. Successful educational outcomes are dependent upon empowering, motivating and training educators. Quality assurance seeks to manage and support these processes. The evaluation process is essential to any ongoing effort to improve the teaching profession. Evaluation is part of the educational process, based on sound performance standards that are congruent to the delivery of quality education. The evaluation process is transparent, accountable, supportive, developmental and inclusive. There are three programmes, which together form the Quality Assurance. Each of these programmes has a distinct focus and purpose, and together they monitor the performance of the education system and develop the educator. These are: > Development Appraisal. > Performance Measurement. > Whole School Evaluation. The Developmental Appraisal process appraises individual educators in a transparent manner with the view to determining areas of strength and weaknesses. The Performance Measurement process uses scores achieved during the teacher evaluation exercise to evaluate individual educators for salary progression, grade progression and rewards and incentives. The Whole School Evaluation process, which is an external process, evaluated the overall effectiveness of the school. The empirical investigation commenced with a self-structured questionnaire which was distributed to educators. The data obtained from the completed questionnaires was processed and analyzed by means of descriptive and inferential statistics. The following are some of the recommendations made: > The educator evaluation instrument must focus on teaching time. > The quality assurance process must focus on developing the educator. > Further research should be conducted on the role of quality assurance in educator career paths.

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The purpose of this study was to examine school administrators' observations, ratings, and perceptions of rating scores on the North Carolina Teacher Performance Appraisal Instrument. The process of evaluating teaching behaviors and reaching agreement on the ratings was also addressed. Attention was directed to three research questions: Do administrators rate teaching performance consistently using the six-point rating scale of the North Carolina Teacher Performance Appraisal Instrument? How do administrators perceive the ratings on the performance appraisal instrument? Do administrators have confidence in their ratings of teaching performance? A teacher evaluation workshop was conducted with building level principals and central office administrators in a small school system in North Carolina. Administrators viewed videotaped teaching episodes and rated five observable teaching behaviors included on the North Carolina Teacher Performance Appraisal Instrument. Individual and group consensus ratings were made. Participants were interviewed following the workshop to record perceptions of the ratings and the evaluation process. Findings in this study revealed that administrators rated within an acceptable limit for the five observable teaching behaviors. There was closer agreement on the teaching behaviors which were rated below standard than on those rated satisfactory and above. Differences in the perceptions of what a particular rating means were evident. Discriminating among the four ratings which were at Standard or higher was more difficult than deciding if a teaching behavior was acceptable or unacceptable. Administrators willingly changed ratings to reach agreement with other raters, indicating little confidence in their own ratings. / Ed. D.

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