Teacher evaluation is a management tool for all educational organizations as it is used to research information on teacher performance. Information on teacher performance is important in the decision making process regarding employment of teachers, confirmation of appointment, and identifying potential for promotion and staff development. Over the years teachers have raised serious reservations about teacher evaluation procedures in South Arica. In the apartheid days teacher evaluation was summative and contentious. It was marked by unannounced visits by inspectors to observe teachers' lessons. No feedback would be offered after they left. This system was not very well received by educators and teacher unions. Teacher lobby groups, belonging mainly to S.A.D.T.U rejected this system and demanded that it be removed. This case study is a qualitative study of the perceptions of educators in the ex Model C schools in the Queensburgh area, these schools were previously under The House of Assembly and only admitted white children. The study aims to capture to some extent the feelings, views, attitudes and perceptions of the educators towards DAS. The interviews with these educators have provided me with direct evidence of teachers' perceptions towards DAS. DAS was introduced in 1998 and it replaced an autocratic, judgmental and summative system. This system allowed the educator to identify his own developmental needs, through a democratic and formative process with the participation of education managers, peers and experts. This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in developing strategies. The overall impression gained from the study was that most educators were favorably disposed towards DAS. DAS was found to be a good system and that it would definitely have a positive impact on the professional development and growth of the teacher. However, some educators had reservations about this new system of evaluation. They felt that it was too time consuming and the system allowed for abuse. The policy gave educators the opportunity to review their work output, their strengths and weaknesses, but most of all DAS allowed for helpful and supportive advice and guidance This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in development strategies for educators to identify their own developmental needs, through a democratic and formative process, together with the participation of education managers, peers and experts. If implemented correctly DAS can make a positive impact on our present education system. / Thesis (M.Ed.) - University of Durban-Westville, 2003.

The appointment and selection of the Head of Department (HOD) is the most important task that the KwaZulu-Natal Department of Education and Culture (KZNEDC) and the School Governing Body (SGB) must undertake. It is the task of the KZNEDC to encourage the best people to apply for the HOD post from whom the SGB can select the best candidate for the job. Yet, from time to time, the newspapers report on the selection of HODs that has been disputed. The main purpose of this study was to investigate the selection and appointment of educators to the position of Head of Department in three primary schools in the KwaNdengezi Circuit of the KwaZulu-Natal Department of Education and Culture. The main focus was to explore the views of the principals and educators in these primary schools. The study probes the opinions of the primary school principals and educators regarding the selection procedures used in primary schools. It also seeks their opinions why the process was disputed in some instances. The study starts by analysing the selection procedures for the appointment of educators to the post, Head of Department, in the primary schools in the KwaNdengezi Circuit in KwaZulu- Natal. In finding out the views of the principals and of the educators, a survey was conducted in three primary schools in the KwaNdengezi Circuit. A questionnaire was administered. The study has found that there are selection procedures provided by the National Department of Education. These selection procedures are not properly followed, thus disputes were declared in some instances. On the basis of this exploration, suggestions were rendered on how the selection and appointment process could be improved in the future. / Thesis (M.Ed.) - University of Natal, 2003.

The re-structuring and re-conceptualization of the South African Education System after 1994, necessitated a transformation of the evaluation process. The emphasis was now on enhanced performance at school level. This is clearly stipulated and documented in the South African Schools Act 84 of 1996. Thus, it was with such policy initiatives that the Developmental Appraisal System of South Africa (DAS), was designed, developed and implemented at school level. The rationale focussed on improving the quality of teaching and learning and organizational growth and development. This research explores how the Developmental Appraisal System has moved from being entrenched with inflexible characteristics to a more educator-friendly approach of evaluation. The appraisee is the principle role player in the whole process. The purpose of this research is to undertake a case study to evaluate the implementation of the Developmental Appraisal System (DAS) at a single secondary school in the North Durban Region. The main finding was that due to multi-faceted reasons, this school has not been able to complete the implementation of the DAS. A small percentage of educators have been appraised. However, this is not sufficient to improve organizational growth and ensure that teacher development is taking place. The research makes recommendations based on the findings which if implemented could change the educator's perception of DAS. The emphasis is on developmental rather than criticism. In this way the culture of teaching and learning can improve. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

Generally the evaluation of employees in organisations is one of the most demanding and controversial of all management functions. Therefore, it is incumbent on management to develop a system of evaluation that will at least be acceptable to most of its employees. This study has shown that it is extremely important to include the employees themselves in drawing up the evaluation instrument. Since there is not any one evaluation procedure that has universal application, it is necessary for organisations in general, and more specifically education departments, to review and improve existing procedures to meet prevailing conditions. If management does not follow these basic considerations, then the organisation could face strong negative reaction from employees. The primary objectives of this study therefore were: (1) to make a detailed study of the evaluation procedure used in Indian Schools; (2) to analyse the House of Delegates' evaluation procedure critically and in so doing make a study of evaluation procedures of other education departments; and (3) to consider the views expressed by teachers, principals and superintendents of education on the House of Delegates' evaluation procedure. The major findings that emerged from the study were that: (1) the present evaluation procedure of the House of Delegates was not well received by teachers and principals; (2) any evaluation procedure adopted should be based on an 'open' system, where there is no need for secrecy; and (3) there should be separate evaluation procedures for the purposes of professional development, merit awards and promotion. The main recommendation made in concluding this study was that the House of Delegates, in either developing a new evaluation procedure or amending its present one should, in the future, give consideration to the opinions of all participants in the evaluation process. / Thesis (M.Ed.) - University of Natal, 1991.

In this research study I shall examine the recently introduced Developmental Appraisal System. I shall carry out an investigation into the implementation of the Developmental System of Appraisal in a primary school in Kwa-Zulu Natal. The intention of the research is to provide a case study, which will focus on the implementation of the Developmental Appraisal System. In order to achieve this, three main issues of the system will be addressed. These are the conceptualisation of the system; the implementation process and the impact of the process. Although, the results of my research is focussed on one school the results could be illuminative. The final chapter of this study will concentrate on the findings and recommendations for the enhancement of the Developmental Appraisal System. The paper concludes that despite the many positive aspects of the process it is recommended that the whole appraisal system should be revised, revised and re-conceptualised to make it accessible to most South African schools, paying particular attention to simplifying it. / Thesis (M.Ed.)-University of Natal, 2002.

Five field workers and their coordinator of the National Professional Diploma in Education (NPDE), an in–service upgrading course for under-qualified teachers in KwaZulu–Natal, South Africa, were interviewed to find what meaning and practices informed them in carrying out their work with teachers. This study was conducted within the interpretive paradigm and was qualitative in nature. Hence, data was collected using semi–structured interviews. No attempt has been undertaken to generalize the findings as the participants were few. This study is warranted and the findings have relevance for future research. The key findings of the study are as follows. a) Guidelines for supervision – NPDE field workers and the NPDE coordinator revealed that the time frame for one day workshops was too short and this did not allow field workers the opportunity to address critical issues pertaining to the supervision process. b) Responsibility towards the NPDE students revealed that the NPDE field workers were not directly involved in choosing the number of NPDE students they had to assess and supervise. c) Professional development with regard to classroom observation – a lack of professional development revealed that fieldworkers had to rely on their own knowledge and reading to prepare themselves to supervise and assess the NPDE students. d) The role of the NPDE field workers in assessing and supervising the NPDE students – the inappropriate title was key element that emerged from the finding. e) Supervision out of class – revealed that this was done once the classroom assessment. f) Collaborative partnerships between students and field workers – partnerships formed seemed to be the key element that emerged from the finding. The partnerships formed was based on love, trust and understanding. g) Experiences of the NPDE field workers – The data revealed that field workers experiences during their supervision and assessment of the NPDE students were very enlightening. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

The general problem was that vast resources (time, money, etc.) have been invested in the Integrated Quality Management System. Besides the generally positive feedback it was not yet known for certain to what extent IQMS contributed to the perception of improved educator performance and the problems which existed with the implementation. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System on Educator Performance was and prove the validity of a proposed model of factors related to Educator Performance. In order to construct a theoretical frame of reference of the existing knowledge, an extensive literature review of the Performance Management theory in the private sector was followed by a review of the Department of Education publications about the practical implementation of these principles in the management of educator performance in schools by means of the Integrated Quality Management System. Both qualitative (a pilot study consisting of several in depth interviews with educators and principals) and quantitative research (a questionnaire based on the literature study, objectives and hypothesis and using a five point Likert scale) methods were used to determine the impact ofthe implementation of Integrated Quality Management System on Educator Performance in South African public schools. The results from the four hundred and twelve respondents were analysed with the aid of the EXCEL and SPSS computer programmes. It was found that the implementation of the Integrated Quality Management System has contributed significantly to all areas of perceived Education Performance, i.e. structure, staff development, motivation, class visits, feedback, goal setting, problem solving and forms. The IQMS was negatively related to disciplinary management. The non parametric nature of the data could not allow for statistical techniques such as multiple regressions to be run, but the proposed model still revealed itself as valid in the factor analysis. It was concluded that the Integrated Quality Management System has done what it was meant to do: it had a positive impact on perceived Educator Performance. Furthermore, it was found that the factors: structure, staff development, motivation, class visits, feedback, goal setting, problem solving, accurate scores and disciplinary measures had a significant relation with perceived Educator Performance. It was recommended that the success story of the implementation of the Integrated Quality Management System be made public, neutral educators be brought on board, the accuracy of the scores be upgraded and even more structure added to the staff development programme. It was also recommended that School Management Teams be trained in motivating staff, class visits be increased and feedback to staff on their performance be improved. It was also recommended that School Management Teams be trained in goal setting programmes and the implementation of the Educator Performance Model. / Thesis (MBA)-University of KwaZulu-Natal, Pietermaritzburg, [2006]

Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indiana internship requirement. Findings were based on an analysis of data obtained from 663 beginning teachers in 163 Indiana school corporations. No empirical evidence indicated that NTE Core Battery subtest scores provide useful information for predicting beginning teaching effectiveness. Undergraduate grade point average (GPA) provided more accurate predictions of beginning teaching effectiveness than did the NTE Core Batter subtests. The ability of Scholastic Aptitude Test (SAT) scores to possess a statistically significant relationship with values on the Beginning TeacherAssessment Inventory (BTAI) was not substantiated. Females systematically scored higher than males on the BTAI assessment areas. Results were consistent for graduates from all four major state universities in the study. / Department of Educational Leadership

The purpose of the study was to examine students' perceptions of frequency of clinical teacher behaviors and whether those perceptions change by class level. The theoretical framework for the study was Bevis' paradigm of curriculum revolution.In 1993, Marilyn Simons, DNS gathered data from nursing students enrolled in clinical nursing courses at a Midwestern university. The convenience sample totaled 88 (100%). The data was not analyzed or reported. The current study was a retrospective analysis of that data.Findings of the study showed that students perceived faculty as demonstrating professional competence and interpersonal relationship behaviors in the clinical setting. No significant differences were found in these perceptions by class level on either then total scale or on the subscales.The conclusion from the study was that faculty at this particular university are perceived as practicing emancipatory education as proposed by Bevis. It was also concluded that faculty perform at the same level of competency and use similar approaches without regard to class level, and that students perceived that faculty related to them in similar ways across classes.The study was significant because it helps nurse educators understand the student perspective of clinical teacher behavior. The Clinical Teacher Behavior Tool used in the study could be used to help design a cooperative clinical learning model different from the traditional education approach and in accordance with Bevis' paradigm. / School of Nursing

This research extended and refined an in-service assessment model used in Project Genethics resulting in an evaluation of Project Genethics and a test of the model's utility. The model guided analyses of the correlational relationships between (a) teacher competency measured by a written 50-item validated posttest (Teacher 50), (b) the number of teaching strategies reported by the participant teachers (Strategy 20), and (c) student competency measured by a written 25-item validated posttest (Student 25) using a Pearson product-moment correlation coefficient Lr). A multiple R statistic and stepwise linear regression with an F ratio were used to determine the association of Teacher 50 and Strategy 20 with the criterion, Student 25.The model is hierarchical. Subsets of test items and teaching strategies related to core genetics concepts (Mendelian genetics, mitosis and meiosis, pedigrees and probability, polygenic inheritance, and chromosome aberrations) were analyzed in teacher posttests, student posttests, and reported teaching strategies. Stepwise linear regression was used to determine the relative impact of the predictors on the criterion, Student 25.The research population consisted of 78 secondary biology teachers and 4,920 of their students. The teachers attend one of six Project Genethics workshops conducted in the summer of 1991, . funded by the National Science Foundation, and implemented by staff of the Human Genetics and Bioethics Education Laboratory (HGABEL).The researcher employed an ex g facto design. A summative data form was designed and used with project data for testing eight null hypotheses. A significant positive linear correlation was found between teacher competency and student competency and the number of strategies used in both full and subset analyses. No significant correlation was found between the number of strategies used and student performance in both full and subset analyses. The number of strategies used did not add significantly to the predictability of student competency after teacher competency was considered.The conceptual understanding of secondary students should be the ultimate criterion by which the effectiveness of in-service programs is measured provided the assessment items are congruent with the student conceptual level of understanding. Teacher knowledge was the most highly associated predictor of student concept attainment. / Department of Biology