Educators' perceptions of developmental appraisal

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dc.contributor.advisorVos, M.S.
dc.contributor.authorNaidoo, Kamalanathan Abbayi
dc.date.accessioned2011-07-04T10:27:41Z
dc.date.available2011-07-04T10:27:41Z
dc.date.issued2006
dc.descriptionSubmitted in fidfillment of the requirements for the degree DOCTORATE OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2006.en_US
dc.description.abstractThe aim of this investigation was to establish educators' perceptions of developmental appraisal by means of a literature study and an empirical investigation. As an introduction to the study, the developmental appraisal system in other countries was reviewed. In doing so the South African developmental appraisal system was compared with other countries, and the common characteristics were highlighted. Educators* perceptions of developmental appraisal in other countries were also focused on. The literature review reflects that there has been a paradigm shift in teacher evaluation from a judgmental approach to a developmental approach. In the judgmental approach there is a tendency to find fault, to be negative in reports that are written and not to acknowledge the positive things that educators do. The main aim of the developmental appraisal is to facilitate the personal and professional development of educators in order to improve the quality of teaching practice and education management. The primary aim of this investigation was to investigate educators' perceptions of developmental appraisal through the medium of literature and empirical study. The implementation of developmental appraisal, appraisal and staff development and the integrated quality management system were investigated using the literature and empirical study. The study revealed that educators have a negative perception of developmental appraisal. For the purpose of the empirical investigation, a self-structured questionnaire was utilized. An analysis was undertaken using 217 questionnaires completed by educators in the eThekwini Region- The data obtained from the completed questionnaires was processed and analysed by means of descriptive and inferential statistics. Essentially the following were the main research findings: XXll • the process of developmental appraisal did not contribute to the development of educators; • outside assessors were not invited when needed; • the rating scale of A or B was not adequate; • appraisal of educators did not result in improvement of qualifications; • the quality management initiatives resulted in an unnecessary increase in educator's workload; and • a better working relationship between the staff development team and the school management team was encouraged. The summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings the following recommendations were made: • The Department of Education must re-introduce incentives and rewards for further study. • The inclusion of an appraisee from the outside on the appraisal panel should be made compulsory. • The Department of Education, teacher unions, principal's forum and other educational organizations must convene seminars, workshops and training programmes for appraisal panel members. • Further research should be conducted on the following: > The changing role of the educator and its impact on developmental appraisal. > The success of developmental appraisal based on the staff development team's leadership style. > Educators' perceptions of what role developmental appraisal serves in the integrated quality management system.en_US
dc.identifier.urihttps://hdl.handle.net/10530/701
dc.language.isoenen_US
dc.subjectHigh school teachers--Rating of--South Africa--KwaZulu-Natal.en_US
dc.subjectHigh school teachers--South Africa--KwaZulu-Natal--Attitudes.en_US
dc.subjectStaff developmenten_US
dc.subjectDevelopmental appraisal systemen_US
dc.titleEducators' perceptions of developmental appraisalen_US
dc.typeThesisen_US
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