Download or read book Educator Perceptions of Developmental Appraisal written by Dimitri Theron and published by . This book was released on 2004 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educators Perceptions of Developmental Appraisal written by Kamalanathan Abbayi Naidoo and published by . This book was released on 2006 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Teacher Perceptions Towards the Developmental Appraisal System written by G. Thakur and published by . This book was released on 2003 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Critical Review of Teachers Perceptions of the Developmental Appraisal System written by Joseph William McCarthy Slingers and published by . This book was released on 2004 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of the Development Application and Results of an Appraisal System written by Jerry Eony Murphree and published by . This book was released on 1979 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Educators Perceptions of the Developmental Appraisal System written by Misumuzi Felix Mbatha and published by . This book was released on 2017 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development written by Chun-Yin Shirley Tse and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development" by Chun-yin, Shirley, Tse, 謝俊賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT This study examines the perceptions of teachers towards the possible implementation of a formal appraisal system in a school in Hong Kong. The literature review on the purposes and outcomes of appraisal, the relationship and tensions between appraisal and professional development provides the conceptual framework for the research and the basis for the formulation of the research questions. Data were obtained from various sources including a set of questionnaire distributed to 50 teachers in the school under study, semi-structured interviews with five chosen teachers and participant observation made by the researcher. All these data were compared and analyzed. Research findings showed that teachers perceived appraisal to be for professional development, promotion and for the school authority to monitor teachers' performance. However, the school management perceived appraisal to be solely for teachers' professional development and school improvement. Teachers also perceived that there were tensions between the purposes of professional development and accountability, but clearly identified appraisal purposes before ithe implementation of it could help reduce the tensions. Almost all the teachers agreed a formal appraisal system was necessary in the school. Teachers were usually concerned about the way appraisal would be conducted and whether the system would be fair and open whereas the school management was concerned about the readiness and acceptance of teachers towards appraisal. Both teachers and the principal regarded lesson observation very significant in appraisal. Most teachers chose the subject panel heads and the principal to be the appraisers instead of their peers. Data also indicated that there was a discrepancy on the expected usage of the appraisal results between the teachers and the principal. Nonetheless, both parties regarded the benefits of appraisal to be teachers' professional development and improvement in student's learning. Finally, it is hoped that the research findings on the teachers' perceptions towards the introduction of appraisal can have some practical implications for the implementation of a formal appraisal system and the design of appropriate professional development activities in the local context. ii DOI: 10.5353/th_b3763874 Subjects: High school teachers - China - Hong Kong - Attitudes High school teachers - Rating of - China - Hong Kong Teacher effectiveness - China - Hong Kong
Download or read book Teachers Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development written by Wai-Ling Sin and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development" by Wai-ling, Sin, 冼慧玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Staff appraisal was introduced to Hong Kong secondary schools participating in the School Management Initiative (SMI) from 1991 onwards. However, from the evaluation of the SMI done in 1994, the responses from schools were quite 'negative'. After nearly 10 years, has any change happened to the point of view of teachers? This study provides an overview of teacher perceptions on appraisal system in a Hong Kong secondary school. A questionnaire was developed to measure the general teachers' beliefs about teacher appraisal. In the questionnaire, data about teachers' recent experiences of appraisal were collected from 70 teachers who had completed at least one appraisal cycle. Then, a teacher survey was conducted with 9 teachers to further investigate the reasons about the results collected in the questionnaire. The dialogue in the interview was taped. Finally, writer as a teacher in the school also acted as an insider to give an overview on appraisal in the school. The findings show that the teachers in the school generally show 'positive' feeling ion teacher appraisal. From the aspect of teaching, teachers think that the teaching improvements are not significant after lesson observation in appraisal. They agree that the discussion with panel heads after lesson observation is beneficial to them about teaching but the number of post-observations is not sufficient. Concerning the various means of appraisal, teachers generally accept traditional methods like lesson observation, interview with panel head and principal and students' academic performance, but they do not accept 'peer observation', 'students' questionnaires and comments from parents. ii DOI: 10.5353/th_b3571660 Subjects: High school teachers - Rating of - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Download or read book Educator Perceptions of Professional Development written by Adam S. Clark and published by . This book was released on 2016 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study was designed to gain an understanding of how public school educators perceive their experiences with professional development (PD). Specifically, it explored how PD experiences contribute to their professional and personal growth. The theoretical framework that informed the study was adult learning theory, especially the work of Malcolm Knowles, a key adult learning theorist. Educational reform efforts have increased the scope of responsibilities for K-12 educators and have required schools and districts to create new learning opportunities for their educators. A total of 127 educators from three school districts in Contra Costa County participated in this mixed method study. The 36 question survey included three teaching experience questions, eight multiple response questions about current PD in their schools, twenty-one 5-point Likert scale questions, and four open-ended questions. The quantitative data in this study revealed that PD is most useful when educators can acquire specific instructional strategies that positively impact student achievement levels. Even though respondents reported that administrators rather than educators plan most PD, they agreed that they benefited both professionally and personally from their experiences. The qualitative data uncovered that the majority of participants appeared to be satisfied with their current professional development models as long as the content was relevant to their teaching. It also revealed that educators want to provide their opinions about professional development topics to administrators. For educational leaders who are responsible for PD, policy recommendations and practical considerations are offered, which can be useful as they design and develop PD activities within their schools or districts."--Abstract, p. 1.
Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Download or read book An Investigation of the Various Relationships Among Principals and Teachers Perceptions Concerns and Dispositions Towards the Developmental Appraisal Programme for Educators written by Vuyisile Jonga Nkonki and published by . This book was released on 2002 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Prinicipals Perceptions Regarding the Role of the Professional Development and Appraisal System in Teacher Supervision in Texas written by George W. Robinson and published by . This book was released on 2009 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Development written by Jonathon R. Thompson and published by . This book was released on 2001 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Practices for Effective Teacher Evaluation written by Debra Lea Corkery and published by . This book was released on 1999 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to analyze differences among teachers' perceptions of their effectiveness when using mandatory enrichment plans against voluntary enrichment plans, and/or no enrichment plans the process of developmental evaluation. At present several districts in Missouri have implemented a voluntary plan for two to four years. A few districts in the state mandate development plans. Some districts have no enrichment plan in place. Those districts with voluntary plans ask teachers to take some personal responsibility for their professional development over a three-year period. Conclusions . This research study supports the observation that teachers' perceptions about performance evaluation plans were significantly different depending upon the type of professional growth plan used by their district. Second, this study determined that teachers' perceptions about the impact on instructional performance were different depending upon the type of professional growth plan used by their district. Finally, this study determined that teachers' perceptions about the level of involvement were different depending upon the type of professional growth plan used by their district.
Download or read book Teachers Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development written by Wai-ling Sin and published by . This book was released on 2005 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Does Standards based Teacher Evaluation Improve Schools written by Joseph Albert Batchelor and published by . This book was released on 2008 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
