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<img src="file:///C:/DOCUME~1/staff/LOCALS~1/Temp/moz-screenshot.jpg" alt="" />In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis.

M.Ed. / Met die bekendstelling van die nuwe Ontwikkelingstakseringstelsel (OTS) het ‘n donker era (van inspeksie en ‘n soeke na foute) tot ‘n einde gekom. Die nuwe deursigtige proses se fokus is op ontwikkeling en die daarstel van ‘n persoonlike groeiplan vir alle opvoeders. ‘n Siening dat daar by elke onderwyser nog areas van ontwikkeling moontlik is lê moontlike tekortkominge bloot maar fokus hoofsaaklik op die positiewe. Verslae sal eerder erkenning gee as dit vermag is en so ‘n positiewe gesindheid help kweek. Met die ou sisteem wat bloot foute gesoek het , het die proses ‘n vrees laat ontstaan vir die proses van assessering. Die nuwe sisteem sal kredietwaardigheid moet toon voordat die oorgrote meerderheid dit sal vertrou. Die ontwikkelaars van die stelsel glo dat as personeel die proses deurgegaan het, hulle meer vertroue daarin sal ontwikkel. ‘n Gestruktureerde vraelys is uitgestuur na openbare skole met die fokus op “Leerlinge met spesiale onderwysbehoeftes”(LSOB). Hierdie navorsingsinstrument fokus op aspekte wat bydrae tot die suksesvolle implementering van die Ontwikkelingstakseringstelsel (OTS). Opvoeders se gesindheid word dan heens die OTS geanaliseer. Hierdie ontleding word dan deur ‘n verskeidenheid van toetse bestudeer en beskryf. Die vraelyste wat aan “LSOB” skole gestuur is, is gebruik om afleidings te maak hoe opvoeders oor die implementering van die nuwe sisteem voel. ‘n Verskeidenheid van bevindinge en aanbevelings word uit die literatuur en empiriese studie gemaak. Onderwerpe vir moontlike verdere studie en navorsing sluit die studie af.

Thesis (M. Ed.)--University of Hong Kong, 1982.

<img src="file:///C:/DOCUME~1/staff/LOCALS~1/Temp/moz-screenshot.jpg" alt="" />In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis.

Thesis (M.Ed.)--University of Hong Kong, 1982. / Also available in print.

M.Ed. (Curriculum Studies) / The aim of this dissertation is focused on the composition of funded guideliness for effective teacher evaluation. A literature study is undertaken in this dissertation to gain background on the problematic nature of teacher evaluation. Emphasis is placed on: * the essential aspects of teacher evaluation * the negative symptoms of teacher evaluation * the difficulties (bottle-neck) in teacher evaluation, and * the characteristics of unsuccessful teacher evaluation. The aim of this research is not to focus on the global aspects of teacher evaluation, but to focus on the problematic nature that surrounds teacher evaluation. The literature study is of great importance for this study, because it creates the basis for the empirical study. The empirical study focuses on the meaningfulness of evaluation for the teacher as currently implemented in the school, and also to identify the difficulties in the evaluation practice. Both aspects are integrated in the guidelines for teacher evaluation, contribute to a positive attitude and teacher evaluation.

Magister Educationis - MEd / In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis." / South Africa

M.Ed. / This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology and research of the results of the numerous unique applications that this project recommended. Motivation at group level and the relationship between the experience of stress and those factors that increase or decrease the likelihood of a stress-related illness also need to be thoroughly investigated.

The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes. / Doctor of Philosophy (PhD)