Teachers at Crossroads: Teacher Professional Development through the Performance Appraisal System at Primary School Level in the Bulawayo Metropolitan Province: An Assessment

Mathwasa, Joyce; Duku, Ntombozuko

doi:10.1080/09718923.2015.11893504

Cited by 3 publications

(6 citation statements)

References 22 publications

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“…Zimbabwe has a hierarchical line management structure in which each employee is appraised by his/her immediate supervisor (Mathwasa, 2012). In primary schools, teachers of infant classes (Grades 1–2) are appraised by the teacher in charge, teachers of junior classes (Grades 3–5) are appraised by the deputy school head, whereas teachers of senior classes (Grades 6–7) are appraised by the school head.…”

Section: Introductionmentioning

confidence: 99%

“…In primary schools, teachers of infant classes (Grades 1–2) are appraised by the teacher in charge, teachers of junior classes (Grades 3–5) are appraised by the deputy school head, whereas teachers of senior classes (Grades 6–7) are appraised by the school head. The teacher in charge and the deputy school head are appraised by the school head (Mathwasa, 2012). The school head is supervised by an education officer within the district who in turn reports to the district education officer.…”

Section: Introductionmentioning

confidence: 99%

“…The first meeting is held in January with the appraisee and supervisor agreeing on specific, measurable, achievable, results-oriented and timed (SMART) objectives. Such objectives need to be aligned to the mission and vision of the school (Masoka, 1997), and both parties sign the appraisal form, which will then be used to measure performance at the end of the year (Mathwasa, 2012). During the course of the year, regular reviews are carried out to monitor the performance of the appraisee by comparing the key result areas set and the goals achieved.…”

Section: Introductionmentioning

confidence: 99%

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Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Nkoma¹,

Shoshore²

2021

Educational Management Administration & Leadership

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The study sought to explore rural and urban primary school heads’ perspectives on staff appraisal systems in Masvingo Province, Zimbabwe and utilised a qualitative approach based on a phenomenological design. Five rural primary school heads and five urban primary school heads with at least 14 years of experience were purposely selected. In-depth, face-to-face phenomenological interviews were conducted to collect the lived experiences of participants in relation to performance appraisal systems for teachers. Data were transcribed verbatim and analysed thematically. Three major themes emerged: (a) implementation of performance appraisals; (b) feedback and professional development; and (c) challenges with regard to the implementation of performance appraisals. The economic crisis in Zimbabwe has had a negative impact on school performance appraisal systems. Both school locations had implemented such systems, but were faced with limited resources, time constraints and teachers’ lack of interest in being promoted. In looking at the differences between rural and urban school head participants, the focus was on observation and feedback processes. This study has important implications for staff appraisal systems in Zimbabwe.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Nkoma¹,

Shoshore²

2021

Educational Management Administration & Leadership

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“…Most studies were conducted in the context of comprehensive appraisal policies that addressed both accountability and performance improvement demands (Kauchak, Peterson, & Driscoll, 1985). In the education arena, performance appraisal is often used to enrich teachers' professionalism so that their teaching performance could enhance their students' academic achievements (Mathwasa & Duku, 2015;Wang, 2005a). Also in this field accountability aims to improve the professionalism of teachers so that they are capable to provide a focused, high quality, and fair teaching for their students (Sloan, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Also in this field accountability aims to improve the professionalism of teachers so that they are capable to provide a focused, high quality, and fair teaching for their students (Sloan, 2006). According to meta-analysis results, in response to the pressures of reform, many schools have recently developed appraisal policies that directly embraced the function of stimulating teachers' professional growth (Cousins, 1995;Steyn, 2010;Bollington, Hopkins, & West, 1990), although no evidence supports that the professional growth of teachers results from the implementation of performance appraisals (Mathwasa & Duku, 2015).…”

Section: Introductionmentioning

confidence: 99%

Why Did the Reform Fail? The Impact of the Personnel System Reform on Teachers in Jia County of China

Zhao¹,

Xinran²,

Yu-wei³

2019

SUET

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Over recent years, the reform-driven development of education has been one primary idea of the Chinese government under the leadership of Xi Jinping. Above all, the reform of the personnel system, closely related to the interests of teachers, becomes the most sensitive link in the educational reform. To root out the restriction of education system on teachers and enhance their enthusiasm for work, Jia County carried out a reform of teacher personnel system from 2013 to 2016, including breaking the hierarchical restriction on teachers' administrative promotion, decentralizing the power of confirming the teachers' professional titles, eliminating the teachers with the worst performances, practicing performance salary, and other measures. In this study, we tracked 627 teachers regarding their work enthusiasm and stress during the three-year reform, analyzed the data through the Hierarchical Linear Model (HLM), and found that: (1) The teachers' enthusiasm for work increased over time, but did not significantly change with the consideration of the influence of the principals' leadership in teaching. The personnel system reform aiming at motivating teachers failed to work as expected. (2) The teachers' work stress still increased year by year. Therefore, this study concludes that the reform in Jia County failed to fulfill its goals and that the vigorous top-down reform did not lead to ideal results. A reason might be that the reform damaged the vested interests of teachers who represent the deep-rooted nepotism typically in the Chinese education community.Reforms of educational personnel system should give schools a full play regarding educational governance in the future.

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Social (in)justices during the educator developmental appraisal process: A post-apartheid South African case study

Perumalsamy,

Perumal,

Naidoo

et al. 2023

Education, Citizenship and Social

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Globally, the appraisal of educators remains a contested issue as the process, which aims to provide support and development to educators, is generally considered a punitive measure for educators. Within the South African context, the Integrated Quality Management System is used to evaluate educators. Drawing on Fraser’s theories of social justice, this article explores the perspectives of 11 educators regarding educator developmental appraisal in post-apartheid South Africa as a catalyst for social (in)justice. Data was collected through semi-structured interviews and analysed using critical discourse analysis. This article highlights the importance of social justice practices in enhancing learner achievement and foregrounds the (in)justices often witnessed during the appraisal process. Findings reveal that the developmental appraisal process has the potential to promote social justice; however, contextual factors seem to be hindering the successful implementation of the appraisal process.

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Teachers at Crossroads: Teacher Professional Development through the Performance Appraisal System at Primary School Level in the Bulawayo Metropolitan Province: An Assessment

Cited by 3 publications

References 22 publications

Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Why Did the Reform Fail? The Impact of the Personnel System Reform on Teachers in Jia County of China

Social (in)justices during the educator developmental appraisal process: A post-apartheid South African case study

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