The effect of teacher performance appraisal on teachers' beliefs, practices and attitudes
Date of Award
Master of Education (M. Ed.)
Institute for Educational Development, Karachi
Teacher performance appraisal has not had a smooth passage since it was first mooted by the central office of AKES, P. It was sometimes referred to as a confidential report and was mostly associated with the purpose of weeding out' those teachers whose performance was not satisfactory. It was assumed a sort of anxiety and had been regularly criticised as being improperly conducted and ineffective in promoting teacher development. Once misunderstood and often feared, teacher appraisal is now seen not only as necessary but as an issue of central importance to the future progress of the education service. Appraisal of teaching is an essential requirement in virtually all AKES, P schools as a means of ensuring teacher accountability, improving teaching and linking it to the professional development of teachers. The central focus of this study was to find out and illustrate the main components of the appraisal process with special reference to its effects on teachers' beliefs, attitudes and practices. This study elaborates on the conduct of appraisal, the arrangements for handling data collection and disagreements, and how the results of appraisal could be documented i.e. rating and grading of teachers. It comments on follow up procedure training and implementation, and how the appraisal should affect the development of teachers and schools. Yet, there should be one central purpose of the appraisal and that is to improve teaching and learning. This study should provide teachers, head teachers, and other stakeholders with substantial insight into the conception of teacher appraisal.
iKhan, B. (1999). The effect of teacher performance appraisal on teachers' beliefs, practices and attitudes (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.
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