Abstract:
Chapter 1 provides the motivation for the study and a description of the problems. It outlines the aims of the research, the methodology used and clarifies certain concepts that will be used in this study. Teaching, like in any other sectors, need to be appraised and supervised. This helps teachers to know whether their teaching is successful or whether they need help. On the other hand, the employer must also know whether teachers are doing what is expected of them. Both the employer and the employees must understand the need for appraisal and its necessity in schools. In Chapter 2, different appraisal approaches (judgemental and developmental) are identified. For a long time in South Africa, the judgemental approach was used to victimise and intimidate teachers. Consequently, teachers are no longer interested in this kind of approach. They regard this approach as a fault-finding one that has caused the general breakdown of educational activities in the early 1990s. What teachers need is simple and clear. They need an appraisal that definitely facilitates their personal and professional development so that the quality of teaching and education management can be improved. The discussion in Chapter 3 centres around different appraisal methods designed to empower secondary school principals with necessary management and communication skills, knowledge and competencies that would help them to conduct an effective and acceptable appraisal. On the other hand, teachers need to have a sense of ownership in the process that affects their work. For this reason, teachers' involvement in the appraisal process is of a paramount importance. This involvement can be in the form of the SDTs or appraisal panels. Therefore, teachers support the new developmental appraisal approach that emphasises openness, transparency, a climate of democratic decision making, respect of individual rights, an effective support structures for all staff and commitment to the professional development of all staff. Chapter 4, therefore centres around the developmental aspects of teacher appraisal. From the management point of view, the principal is the most important key player in this process. They are responsible for the professional management of the school, i.e. day-to-day organisation and control of the teaching and learning activities. This means that he or she must constantly monitor the teaching and learning processes and not learners outcomes only. As long as teachers are appraised, feedback on performance must be provided as soon as possible. Unlike in the judgemental approach, teachers deserve to be praised for the good work they do. Even if the performance is less satisfactory, feedback should be given in positive terms. It should be borne in mind that the appraisal process depends on the appropriate structures and procedures that need to be reinforced by effective personal relationships. If principals can develop a trusting relationship with teachers in regard to teacher appraisal and supervision, teachers will tend to be more receptive. Unless school principals are committed to undergo some training, or to attend appraisal workshops or seminars, it will be difficult for many principals to acquaint themselves with this new developmental appraisal approach. Chapter 5 contains an overview and the findings about teacher appraisal. It is a conclusive chapter with certain recommendations i.e. recommendations for the enhancement of teacher appraisal process and suggestions for further research.
