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Bestuursriglyne vir selfevaluering deur die onderwyser

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dc.contributor.author Heyneke JC en
dc.date.accessioned 2016-09-22T09:55:02Z
dc.date.available 2016-09-22T09:55:02Z
dc.date.created 1986 en
dc.date.submitted 1987 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/65066
dc.description.abstract Since the inception of education, assessment has formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, Professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Self-assessment is imperative to the teacher who seeks promotion. The motivation and support emanating From the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the in-service training opportunities provided for them. The movement towards instituting self-assessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self-assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment. People at the highest level of management in a school, and more specifically, the headmaster himself, should see to it that the principle of assessment, including self-assessment, should be implemented on an ongoing basis. Moreover, it should achieve its ultimate goal, i.e. the professional development of teachers. A teacher should be entitled to professional status. To achieve this, teachers should scrutinize and assess themselves continuously. In this way, a teacher obtains a clearly defined picture of his own professional ability and status. It also serves as guidelines with regard to future professional achievement. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Administration of education (from primary to secondary level) en
dc.title Bestuursriglyne vir selfevaluering deur die onderwyser en
dc.type Masters degree en
dc.description.degree M Ed en


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