Teachers' self-evaluation of their teaching practices: a study in three secondary schools in Dar es salaam

Date of Award

2009

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Susan Namelefe

Second Supervisor/Advisor

Brown Onguko

Third Supervisor/Advisor

Joseph Oonyu

Department

Institute for Educational Development, East Africa

Abstract

The study intended to investigate the practice Of teachers’ self-evaluation and the implications it has for teaching and learning. Inspectors of schools go to schools with the purpose of determining if the school curriculum is being implemented; give advise on the teaching and learning process with the aim of bringing change in schools. However, there are many challenges which make supervision not to be doe. Self-evaluation as a learning process for teachers’ growth show that it supports supervision because teachers evaluate their work, by identifying their own problems, gather information on their problems, decide on how to solve them, plan how to make the necessary changes and change. To investigate the status of self-evaluation in schools, data collection was done in three public secondary schools in Dar es salaam Tanzania, where thirty teachers were interviewed and their lesson plans were analyzed. Findings indicated that there was an element teachers’ self-evaluation in the schools. However, the self-evaluation process was not systematic although teachers reflected on their teaching by asking themselves questions and made decisions on what to plan next. To make teachers know how to self-evaluate themselves systematically, they recommended training. However, support from the educational administration of the schools and all the stakeholders are needed so as to sustain the self-evaluation process.

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