M.Ed. / The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:9181 |
| Date | 14 August 2012 |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0019 seconds