This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis. Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study. A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools. From both the literature reviews and the empirical research findings, it became clear that:  Teacher appraisal is a process and not an event;  The clarity of the purpose of the appraisal process is fundamental to its effectiveness;  The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;  Feedback is a sine qua non for the appraisal process to be effective. / Teacher Education / D.Ed. (Education Management)

This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate. Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis. Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study. A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools. From both the literature reviews and the empirical research findings, it became clear that:  Teacher appraisal is a process and not an event;  The clarity of the purpose of the appraisal process is fundamental to its effectiveness;  The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;  Feedback is a sine qua non for the appraisal process to be effective. / Teacher Education / D.Ed. (Education Management)

The purpose of this study was to explore the views of school leaders on issues and challenges they face in implementing Performance Management System in South Central Region of Botswana. The subjects of the study were two hundred and ninety eight school leaders (school heads, deputy heads, head of departments and senior teachers) who were drawn from South Central Region. The region under study has one hundred and eighty nine schools and out of these, thirty two schools were randomly sampled. Interviews were conducted and there was a questionnaire which was completed by the various school leaders. The questionnaire covered three broad categories, namely: biographical aspects, demographical aspects and views on the implementation of Performance Management in their respective schools. Four hundred and fifty questionnaires were distributed and only two hundred and ninety eight were completed. Interviews were conducted among eleven school heads and nine teachers and the focus was to get school leaders views on the problems encountered in the implementation of PMS. Results from respondents were analysed. Content analysis method was used. Frequencies, percentages, tables and T-test were used in the analysis of data. The study revealed that Performance Management assessment tools are unclear and the . supervisor/supervisee criteria are also unclear. Since Performance Management is a new concept, some teachers are not really sure of what they are supposed to do. There is suspicion that teachers may be victimized in the name of PMS since some supervisors can be very subjective in their assessment of teacher performance; there is low teacher morale which could make implementation problematic; large numbers of classes make it difficult for effective teaching in schools; and lack of teaching aids and facilities hamper the conduct of teaching in schools. Implementation of Performance Management in Botswana is still at its infancy stage therefore it is expected that teething problems may arise. It was found that the implementation of PMS in schools will be affected by a number of factors. There is consensus that PMS training should be done in stages, and it should not be rushed; there is need for support systems such as mentoring and counselling to help during the implementation period; more workshops are needed in order for teachers to understand this new reform; and more time is needed in order for teachers to understand PMS and remove mistrust associated with it. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005