Teacher Appraisal Research Articles

THE MEDIATING EFFECT OF SYMPTOMS OF ANXIETY ON THE RELATIONSHIP BETWEEN APPRAISAL AND TEACHING COMPETENCE OF TEACHERS IN SAN ISIDRO,DAVAO ORIENTAL, PHILIPPINES

This study determined the mediating effect of symptoms of anxiety on the relationship between appraisal and teaching competence of teachers in elementary and secondary schools of San Isidro North and South Districts. The descriptive-correlational research design was utilized in this study employing stratified random sampling with 300 sampled teachers. Data collection was made through administration of survey questionnaires. Three sets of adapted survey questionnaires were used and were subjected for content validity and reliability test. The analysis of data was done using the Mean, Pearson-r, Multiple Regression Analysis and Medgraph using Sobel z-test. The results revealed that the level of appraisal and teaching competence of teachers were very high and the level of symptoms of anxiety was high. A positive significant relationship between appraisal and teaching competence, appraisal and symptoms of anxiety, and symptoms of anxiety and teaching competence was proven in the study. Further, the findings showed that symptoms of anxiety played a partial mediation, thus, it cannot fully account on the influence of appraisal towards teaching competence. Although teachers manifested a high level of symptoms of anxiety, still, they showed a very high level of appraisal and a very high level of teaching competence. Moreover, a high level of symptoms of anxiety did not hinder teachers capability to be very highly competent in teaching.

The Mediating Effect of Symptoms of Anxiety on the Relationship between Appraisal and Teaching Competence

This study determined the mediating effect of symptoms of anxiety on the relationship between appraisal and teaching competence of teachers in San Isidro North and South Districts. The descriptive-correlational research design was utilized and employed stratified random sampling with 300 teachers as sample. Data collection was made through survey instruments. Data analysis was done through Mean, Pearson-r, Multiple Regression and Medgraph using Sobel z-test. Results revealed that symptoms of anxiety was high while appraisal and teaching competence were very high. A positive correlation between appraisal and teaching competence, appraisal and symptoms of anxiety, and symptoms of anxiety and teaching competence was proven in the study. The findings affirmed that symptoms of anxiety played a partial mediation thus, it cannot fully account on the influence of appraisal towards teaching competence. Moreover, a high level of symptoms of anxiety did not hinder teachers’ capability to be very highly competent in teaching.

Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya

The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adopted a simple random sampling technique using a ratio of 3:1 to ensure all the 200 schools were given a fair chance to participate in the study; further, a purposive sampling technique was also used to identify key informants. Primary data was collected through an online structured questionnaire. Qualitative and quantitative analysis was done by use of descriptive and inferential statistics respectively. The study concluded that appraisal of teachers' continuous professional development, appraisal of teachers' knowledge and application and the appraisal of teachers' continuous time management greatly influences their performance hence improving students' academic performance. The study recommends the enhancement of TPAD during the next review phase to embrace and connect parameters in the appraisal tool and students’ examination scores. Further, TSC in liaison with the ministry of education and the respective school principals should take deliberate effort to plan and set aside funds to enhance professional training, workshops, seminars, and conferences through which the teachers will be enlightened on how to enhance their professional knowledge and application while considering independent evaluators to enhance credibility, validity and reliability of teacher rating.

The Influence of Performance Feedback Practices on Implementation of Teachers’ Performance Appraisal in Public Secondary Schools in Makueni Sub- County, Kenya

The current study purposed to establish the influence of performance feedback practices on implementation of teachers’ performance appraisal in Public secondary schools in Makueni Sub-County, Kenya. The study objectives sought to investigate the influence of timely and regular feedback, involving teachers and clear guidelines on implementing of performance appraisal of teachers in public Secondary Schools in Makueni Sub-County. This study was underpinned on Goal setting theory. Descriptive survey research design was adopted targeting 44 head teachers of public secondary schools, 563 secondary school teachers and 1 Teachers’ Service Commission Human Resource Officer. Stratified Proportionate Sampling and simple random sampling methods got employed to select 22 principals and 56 teachers from the secondary schools. Census and purposive sampling techniques were applied to select 1 Teachers Service Commission Human Resource Officer. Questionnaires and interview schedule were adopted as tools for data collection. Validity and reliability of instruments was established by way of a pilot study and Split-half technique respectively. Data was analyzed qualitatively and quantitatively with the help of descriptive as well as inferential statistics with the aid of SPSS computer software. Quantitative data was presented by way of cross tabulation tables and frequency distribution tables. Qualitative data was organized into themes based on study objectives and presented in a narrative form. Correlation analysis was done using Pearson’s Product moment Correlation (r). Analysis on Principals and teachers’ responses indicated a positive interrelationship ( r (20) = 0.704, r (20) 0.712, r (20) 0.632 and r (56) = 0.783, r (56) = 0.744, r (56) =0.665 all at p<0.05 ) existing between timely and regular feedback, involving teachers as well as clear guidelines and implementing of teachers’ performance appraisal respectively. The study concluded that regular and timely feedback, involving teachers and clear guidelines have positive influence on implementation of performance appraisal for teachers and need to be practiced in schools. Keywords: Performance Feedback, Implementation, Performance Appraisal, Regular Feedback, Timely Feedback, Involving Teachers, Clear Guidelines DOI: 10.7176/JEP/12-33-06 Publication date: November 30 th 2021

Teacher Accountability Using Teacher Appraisal: Perceptions of Senior High School Heads in Central Region, Ghana

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

Early Childhood Teacher Competencies: Perspectives of Educational Leaders of Public and Private Sector in Karachi

In Pakistan, various teacher development and professional competency model exist and have been presented. However, there is a lack of a competency model for teachers of early childhood care and education (ECCE). This research study was an attempt in initiating a formal discourse regarding how school leaders perceive ECCE teacher competency (TC). The study approached an exploratory qualitative study with the intent to understand the perspective of educational leaders from the public and private sector pertinent to ECCE-TC. Four school leaders, two from each sector respectively were approached to share their perceptions regarding the same. The researchers used an in-depth qualitative interview with a help semi-structured interview topic guide. The findings reveal that ECCE is a specialized field and that there is a need for ample work to be done to recognize this field. The data also revealed that there are discrepancies concerning recruitment criteria, teacher appraisal and credits for continuous professional development. More so, there is a need for national level agenda to address the gaps of competency and licensing framework. We present a policy recommendation as closure of this paper for Pakistan to have a task force on ECCE with the relevant field experts who could contribute with their pragmatic experience and align Pakistan ECCE landscape with global standards

Class- and subject teachers\u2019 self-efficacy and emotional stability and students\u2019 perceptions of the teacher\u2013student relationship, classroom management, and classroom disruptions

BackgroundTeacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher–student relationship, classroom management, and classroom disruptions.MethodsIn a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher–student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features.ResultsIn class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers' and students' perspectives.ConclusionsThe results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.

EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT AND TECHNOLOGY INTEGRATION: SECONDARY SCHOOL TEACHERS’ VIEWPOINTS

Central to the entire discipline of education in the digital age are the concepts of Teacher Professional Development (TPD) and, Information and Communication Technologies (ICTs) integration in teaching and learning. In recent years, there has been a growing recognition of the vital links between ICT-TPD and improved education standards. However, minimum attention has been given to the integrated ICT-TPD programmes that incorporate training opportunities to assist teachers learn how to integrate ICT for teaching based on teachers' immediate professional needs, experiences, and skills considering current improvements in pedagogy. The purpose of this qualitative study was to investigate secondary schools’ teachers’ perspectives with regards to effective ICT-TPD programmes. Data were collected through interviews of a purposeful selection of sixteen participants who were selected based on their exemplary ICT usage behaviour. Data from the interviews were analysed using the thematic analysis technique to gain in-depth understanding of teachers’ perspectives on the subject under investigation. The analysis revealed five salient components leading to effective ICT-TPD: Teachers as a Community of Professional Practice; Teacher Champions (Mentors/Coaches); Teachers’ Research; Teacher Appraisals (Accreditation); and Cascading good Practice. The findings from this study suggest that teacher’s accounts of appreciation and dissonances with the TPD programmes in the context of integration of technology in teaching mirrored similar issues in literature. However, the findings also revealed some nuanced shifts on teacher perceptions and attitudes to the quality of teacher professional development for ICT integration in classroom teaching. Article visualizations:

Teacher appraisals of demand–resource imbalances in racially concentrated schools: An extension of transactional theory with Black, Hispanic, and White U.S. teachers.

Teacher appraisals of demand–resource imbalances in racially concentrated schools: An extension of transactional theory with Black, Hispanic, and White U.S. teachers.

Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers

Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed questionnaire and semi-structured interviews were threefold. First, five independent evaluation measures (SETs/students’ ratings, student learning outcomes, peer evaluation, self-evaluation, and observation) were introduced. Second, features of a successful teacher evaluation system were discussed. Third, evidence for a differentiated teacher appraisal model was presented. The model discussed called for L2-specific features in L2 teacher effectiveness evaluation. The findings were imbued with several implications for the main stakeholders, e.g. administrators and teachers.

Effect of Performance Appraisal System on Employee Productivity;(Selected Public Senior High Schools, Ho Municipality, Ghana)

Performance appraisals improve the work performance of employees by helping them realize their full potentials in carrying out their firm's mission and also, to provide information to employees and managers for use in making work-related decisions. They, also, provide feedback to employees and thereby serve as a vehicle for personal and career development. Performance appraisals, however, are beset with difficulties as a result of their complex nature. The general objective of the study, therefore, was to evaluate the performance appraisal system and its effect on employee productivity (performance) at the Ghana Education Service (GES). The research design used in the study was the descriptive study because it was appropriate for the achievement of the research objectives. The population for the study was 153 and a sample size of 108 respondents was selected using the probability and non-probability sampling method. Interview and questionnaires were used as instruments for the study and out of 106 questionnaires distributed, all of them were retrieved from respondents and interview conducted for two respondents. The data was analyzed with tables, bar charts. Among the main findings of the study was that the GES only carried out performance appraisal when teachers were due for promotion. The finding indicated a negative relationship between performance appraisal and productivity of teachers. It means that performance appraisal has no link with the WASSCE results. The study recommends that the Ghana Education Service should adopt performance apprnaisal that is tailored to the job description and the job analysis, that is, there should be a clear cut policy on the conduct of performance appraisal in the GES in order to improve on its conduct. Keywords: High School, Productivity, Appraisal, Performance, Employee DOI: 10.7176/JESD/12-2-01 Publication date: January 31 st 2021

School testing culture and teacher satisfaction

Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola

Teacher appraisal (TA) or teacher performance appraisal (TPA) has assumed a central importance in educational systems and reforms worldwide, contributing to the improvement of teaching practices, and therefore it is considered an essential factor for teachers’ early training, teachers’ professional development, school management, and promotion of critical reflexivity and self-regulation among teachers and school administrators. The main purpose of this study is to understand how the TA process is implemented in teachers’ training schools in Angola. Four research objectives were established: i) to identify teachers’ perceptions of TA’s goals; (ii) to characterise the procedures and instruments used in TA; (iii) to describe the impact of TA on teachers’ career; and (iv) to present proposals for improving the TA process. The study adopts a qualitative research design with a descriptive and interpretive approach. Research data were collected through semi-structured interviews, participant observation, and document analysis, involving a sample of 13 teachers in two different teachers’ training schools in the province of Benguela, Angola. The results show that the implementation of TA is not highly effective because of two main reasons: firstly, evaluators lack specific training and expertise; secondly, evaluated teachers perceive this process as being unfair and useless, given that they do not consider themselves accurately appraised and that the TA system, violating legal regulations, has no effects on career development or salary recognition.

Supplemental Material for Teacher Appraisals of Demand–Resource Imbalances in Racially Concentrated Schools: An Extension of Transactional Theory With Black, Hispanic, and White U.S. Teachers

Supplemental Material for Teacher Appraisals of Demand–Resource Imbalances in Racially Concentrated Schools: An Extension of Transactional Theory With Black, Hispanic, and White U.S. Teachers

Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy.

The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students. Findings reveal that newly developed and reliable measures of teacher appraisal of racial/ethnic stressful interactions, socialization and coping are related to classroom management self-efficacy and school collegial racial conversations. These findings have implications for racial stress management as key to developing high quality teacher-student relationships.

Way Forward for Teacher Professional Development in Kenya: Utilization of Performance Appraisal Reports

Performance appraisal in the education sector has attracted scholarly interests globally. This is because critical feedback obtained from performance appraisal reports could be used to inform professional development needs of teachers. The purpose of this study was to establish the extent to which performance appraisal reports informed professional development of teachers in public secondary schools in Kenya. The study objectives were to establish the extent to which performance appraisal reports are used to inform identified teacher professional development gaps and find out the challenges encountered in the utilization of performance appraisal reports in informing teacher professional development. Mixed methods research design was used. The target population comprised 70 Principals, 210 Heads of Departments and 210 teachers giving a total of 490 respondents. Stratified and simple random sampling techniques were used to select a sample size of 98 respondents. Questionnaires and interview schedule were used to collect data. Descriptive statistics were used to analyze quantitative data while qualitative data were analyzed thematically. The study established that performance appraisal reports were not being used to inform teacher professional development activities. This was occasioned by inadequate head teacher and heads of department capacity on their role in teacher appraisal and professional development and limited resources to put in professional development interventions at the school level. The study recommended adoption of enhanced mechanisms to obtain appraisal reports, collate them and identify areas of professional development intervention.

Combination of AHP Method and VIKOR Method For Assesing Sunday School Teacher

The performance appraisal of Sunday school teacher in the Imanuel Lurang congregation aims to measure and distinguish the quality of performance achieved by Sunday school teacher and decide various policies such as giving rewards to every Sunday school teacher with the best performance, and for Sunday school teacher who have poor performance scores will be given a guiding, approach, etc. The number of criteria in determining the quality of Sunday school teacher is not an easy thing to do by manual. Then it is essential that a computerized performance appraisal-based performance app can speed up the process of progressing to be more effective and efficient. This research develops decision support systems (DSS) that is dynamic using the PHP programming language, by combining the AHP method that has been refined by the VIKOR method. The AHP method is used in determining the weight of each criterion, and the VIKOR method is used for the ranking process. Test results indicate that the system can provide a sequence of alternative Sunday school teacher that will be used as recommendations for decision makers to determine which Sunday school teachers are quality and not qualified.

Factors influencing language teacher cognition: An ecological systems study

Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.

Teachers Motivation Towards Job Performance Appraisal Among Secondary School Teachers

The aim of this study is to examine the relation between performance appraisal and motivation of teachers. For this purpose, data was collected from 297 teachers from seven schools in the district of Sabak Bernam. The performance appraisal scale and the motivation scale were used. According to the first finding obtained, while the motivation and performance appraisal beliefs did not differentiate according to sex. Second, significant relations in positive terms were obtained between aspects of performance appraisal and motivation of teachers. Lastly, employee skills assessment is the most dominant aspects affect the effectiveness of the performance evaluation.

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

AbstractThe aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing method, the article follows the evolution of teacher competence frameworks over time, based on a document analysis and expert interviews with policy officials and teacher educators. Findings show that the Hungarian teacher competence frameworks evolved as an outcome of a broader Europeanisation process in teacher education, on the one hand, and of internal political priorities, on the other. Strong political commitment was often linked to weak implementation capacities, so that dissatisfaction was created on the side of teachers. Depending on the way local actors use these frameworks, some perceive it as a way of limiting teacher autonomy, whilst others feel it promotes teacher professionalism.