Assessment of the implementation of teacher performance appraisal system in Zimbabwe: a study of 12 selected primary schools in Bulawayo Metropolitan Province
- Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083
- Authors: Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083
- Date: 2012-01
- Subjects: Education, Elementary , Performance standards , School management and organization
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25249 , vital:64108
- Description: The massive campaign by Zimbabwe to educate all children was achieved through the education for all policy. When quantity had been achieved more focus was on quality issues. The quality concerns coincided with market-based developments which compelled Zimbabwe to adopt change reforms such as the teacher performance appraisal, one of which focused on quality teaching strategies that would enhance learners’ quality academic achievement. Nevertheless since its inception in 1996 and subsequent implementation in 2000, teachers through their unions have challenged the use of the appraisal which quantifies the teacher’s work, alleging their work cannot be atomized into separate elements to be measured, weighed and then ticked off. The contention highlighted above prompted the need for a research to be carried out which sought to assess: How is the performance appraisal system being implemented in the primary schools? A mixed methods design which is located in the postpositivist paradigm which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding, interpreted through the social and cultural context of the respondent’s lives. Educators resisted the imported system alleging it was imposed on them without adaptation to local environment. Lack of pilot-testing of the system, lack of proper training and lack of a meaningful reward system perverted the system to a mere ritual that frustrated implementers who found it difficult to use it in their daily work. The study recommends the following: That the educators be incorporated in designing an appraisal system that encompasses the whole teacher’s work package which is geared towards teaching the whole child. That there be a more efficient and sustainable reward system. That the system be interwoven into supervisory mechanisms so that there is no demarcation between the appraisal and daily supervision. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Mathwasa, Joyce https://orcid.org/0000-0001-6637-2083
- Date: 2012-01
- Subjects: Education, Elementary , Performance standards , School management and organization
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25249 , vital:64108
- Description: The massive campaign by Zimbabwe to educate all children was achieved through the education for all policy. When quantity had been achieved more focus was on quality issues. The quality concerns coincided with market-based developments which compelled Zimbabwe to adopt change reforms such as the teacher performance appraisal, one of which focused on quality teaching strategies that would enhance learners’ quality academic achievement. Nevertheless since its inception in 1996 and subsequent implementation in 2000, teachers through their unions have challenged the use of the appraisal which quantifies the teacher’s work, alleging their work cannot be atomized into separate elements to be measured, weighed and then ticked off. The contention highlighted above prompted the need for a research to be carried out which sought to assess: How is the performance appraisal system being implemented in the primary schools? A mixed methods design which is located in the postpositivist paradigm which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding, interpreted through the social and cultural context of the respondent’s lives. Educators resisted the imported system alleging it was imposed on them without adaptation to local environment. Lack of pilot-testing of the system, lack of proper training and lack of a meaningful reward system perverted the system to a mere ritual that frustrated implementers who found it difficult to use it in their daily work. The study recommends the following: That the educators be incorporated in designing an appraisal system that encompasses the whole teacher’s work package which is geared towards teaching the whole child. That there be a more efficient and sustainable reward system. That the system be interwoven into supervisory mechanisms so that there is no demarcation between the appraisal and daily supervision. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-01
Impact of performance evaluation on service rendering by the Department of Education in the Lady Frere District at selected schools (2010-2011)
- Authors: Ngodwane, Anele Anthony
- Date: 2012-01
- Subjects: Performance standards , Education and state , School management and organization
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26437 , vital:65312
- Description: The aim of this study is to evaluate the impact of performance evaluation on the service rendering by the department of education. There have been studies made around performance management system but to my knowledge it was the first of this nature in Lady Frere District. Performance Management System has not been a success ever since its implementation. A lot had happened in our country from apartheid era to the present democratic dispensation. Among the achievements South Africa masters is the ability to formulate or the formulation of policies but its weakness is on the implementation. Performance management system is among the policies that were developed but its implementation has never been a success. Its main aim is to enhance service delivery and attempt to make government effective and efficient. This research considers if performance management system and performance evaluation might address the question of service delivery in the Department of Education in Lady Frere District. Findings on this research spell it out that effective implementation performance management system will lead to an enhanced service delivery. , Thesis (MPA) -- Faculty of Management and Commerce , 2012
- Full Text:
- Date Issued: 2012-01
- Authors: Ngodwane, Anele Anthony
- Date: 2012-01
- Subjects: Performance standards , Education and state , School management and organization
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26437 , vital:65312
- Description: The aim of this study is to evaluate the impact of performance evaluation on the service rendering by the department of education. There have been studies made around performance management system but to my knowledge it was the first of this nature in Lady Frere District. Performance Management System has not been a success ever since its implementation. A lot had happened in our country from apartheid era to the present democratic dispensation. Among the achievements South Africa masters is the ability to formulate or the formulation of policies but its weakness is on the implementation. Performance management system is among the policies that were developed but its implementation has never been a success. Its main aim is to enhance service delivery and attempt to make government effective and efficient. This research considers if performance management system and performance evaluation might address the question of service delivery in the Department of Education in Lady Frere District. Findings on this research spell it out that effective implementation performance management system will lead to an enhanced service delivery. , Thesis (MPA) -- Faculty of Management and Commerce , 2012
- Full Text:
- Date Issued: 2012-01
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