Abstract
A study using the mixed-method approach that utilized a non-experimental survey and basic interpretive designs was conducted to measure teacher accountability through teacher appraisal. Closed-ended Likert-type questionnaire and semi-structured interview protocol were used to collect data from the study respondents consisting of heads of senior high schools in Central region of Ghana. Data collected were analyzed using descriptive statistics and identification of emerging themes. Major findings reported in the study were that respondents adopted a systematic and organized approach that allows for the setting of achievable goals and development of blueprint to conduct teacher appraisal. The use of teacher appraisal is restricted to facilitate mainly the managerial duties of the school head with little attention focused on teacher growth and development. A key recommendation was that school heads should align teacher appraisal with the strategic goals of the school improvement plan. Keywords: Teacher accountability, Teacher Appraisal, Teacher development, Learning outcomes DOI: 10.7176/JEP/12-29-09 Publication date: October 31 st 2021
Highlights
Schools are set up to provide education that is fit for purpose to enable society pursue continuous development and growth
The respondents indicated which of the appraisal methods school heads frequently adopt to address research question one, how is teacher appraisal conducted in schools? The respondents selected from the four response choices: seldom; sometimes; often; and always
This study draws the conclusion that teacher appraisal as a tool to assure teacher accountability and school improvement efforts is not being exploited to its fullest potential
Summary
Schools are set up to provide education that is fit for purpose to enable society pursue continuous development and growth. School processes refer to the set of activities carried out in a school by the stakeholders and these include programmes, designing and implementing curriculum, adopting learner-centred instructional pedagogies, utilizing appropriate assessment strategies, carrying out innovative interventions, and putting in place related school practices that facilitate teaching and learning (Amakyi, 2017). Acknowledging the important role played by the various stakeholder groups and while not downplaying the contribution of any group in facilitating teaching and learning, Rice (2003) points to teachers as critical stakeholder factor influencing student achievement. It is the activities of teachers who adopt and adapt innovations to respond to the needs of their learners in the classrooms that define student achievement. According to Murati (2015), teachers possess the professional ability acquired through their training and preparation to plan, organize, and carry out work on student learning
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