Educators' perceptions towards performance appraisal

Abstract

The purpose of this study is to determine nature of appraisal models and teacher's perceptions on the new model for developmental appraisal system. A review of related literature was done, firstly, to determine the nature of existing appraisal models and secondly, to determine teachers' perceptions towards appraisal in developed and developing countries. Furthermore, an empirical investigation was conducted involving teachers in the primary and secondary schools. From the identified sample (n=102) teachers participated in the research. From the empirical investigation conducted, the following major findings were revealed: - A variety of appraisal models have been identified which, amongst others, emphasised the teacher development as the main purpose of teacher appraisal. - In developed countries such as the UK, teacher appraisal has been introduced and was characterised diverse teacher perceptions. - In developing countries such as Botswana, teachers called for supervision on their classroom practise. - In South Africa, teachers resented the traditional appraisal system in favour of a new model for teacher appraisal. Furthermore, it was revealed from the empirical investigation conducted that most respondents have been appraised and that they welcomed the new model for developmental appraisal as important developmental on their classroom practice. However, it was revealed that followup programmes are lacking to the new model for developmental appraisal system.