This mini-dissertation reports on a case study of teachers' perceptions of the performance appraisal system used at an independent school in the greater Durban area in Kwa-Zulu Natal. As the system was implemented at a time when appraisal was only mandatory in government schools and not in / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005.

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.

This is a study of the Implementation of the Developmental Appraisal System in a former DET school in the Pinetown District of KwaZulu-Natal Department of Education and Culture. It focuses on how educators have understood the Developmental Appraisal System, how they have experienced it and what they would recommend for the DAS so that the school, hence the education system can benefit from it. The main findings in this study indicated that there is a need for retraining of educators for the Developmental Appraisal System to be a success. The problem of the time constraints is also another factor that has made the practical implementation of the DAS to fail. Attitudes of educators in connection with the DAS need special attention so that they become more positive about the DAS. Positive findings indicated that involving other people when one has to be appraised makes the appraisee experience other people's input about his/her strengths, areas of development, opportunities and situations threatening his/her performance. I, as a researcher, would recommend a closer look at how time is made available for the process. If possible, Circuit Appraisal Teams (CATs), District's, Regional's, Provincial's and National's Appraisal Teams set an example to educators at school level. They can do this by being the first to be appraised. School Management Teams and office-based educators could also do the same. / Thesis (M.Ed.)-University of Natal, Durban, 2002.