Views of educators on development appraisal system in Vryheid district of the KwaZulu-Natal province
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Date
2010
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Abstract
The purpose of this study was to determine the nature of development appraisal system and views of educators on the new model.
Relevant literature was reviewed in order to determine the nature of development appraisal and to determine educator’s views on appraisals in developing countries. The subject of this study was 100 primary educators from primary and secondary schools in Bhekuzulu circuit in Vryheid district.
The empirical investigation that was conducted revealed that a variety of appraisal models emphasized, amongst others that have been identified, teacher development as the main purpose of an appraisal. A positive attitude towards the implementation of appraisals and effectiveness in doing so realized the essence of goals of appraisal. The study revealed that appraisal can bring about renewal of classroom teaching, improve relationships with learners, and induce openness and sharing of ideas and problems. The empirical investigation revealed that most respondents have been appraised and that they realized the importance of this model.
The following major findings emerged from the empirical investigation:
Most educators had been appraised and that they realized the importance of developmental appraisal.
In South Africa, development appraisal represented the paradigm shift away from traditional appraisal system.
Development appraisals emphasise quality of education and assist in monitoring school objectives.
Description
Mini-dissertation submitted in partial fulfilment of the requirements for the degree of
MASTER OF EDUCATION in the Department of Educational Management at the
University of Zululand, 2010.
Keywords
Development appraisal system, Quality of education