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|Title: ||TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE|
|Authors: ||BERHANEMESKEL, KEBEDE|
|Advisors: ||Dr. Yalew Ingidayehu,|
|Keywords: ||TEACHERS' PERCEPTIONS|
EVALUATION MADE BY HIGH SCHOOL STUDENTS
|Copyright: ||May-1999 |
|Date Added: ||22-Nov-2012 |
|Abstract: ||The major aim of the study was to examine the perceptions of teachers toward student
and parent evaluation of their performance inorder to identify some of the weaknesses and
finally recommend to the concerned authorities some plausible ways of alleviating the problems.
With this in light information was gathered through questionnaire and analysed using both
descriptive and inferential statistical tools.
The result indicated that teachers developed unfavourable perceptions toward the
current evaluation, particularly evaluation by parents. This is mainly because of their view that
evaluators are not competent, well oriented and trained to evaluate their values and merits.
Moreover the teachers believed that the evaluators are subjective and thus negatively affect their
On the other hand, although teachers have favourable perceptions on the purpose of the
evaluation, they, however, indicated the irrelevance of the criteria of the evaluation to evaluate
the actual teaching-learning process. Besides, they viewed that the system of the evaluation
impairs teacher-student, and parent-teacher relationship on the one hand and the improvement
of instruction on the other hand.
Inspite of the fact that there are perception differences between teachers on student
evaluation of their performance, interms of teaching experience etc., there is no statistically
significant perception difference with regard to evaluation by parents. Similarly, promotion into
the next higher career level did not indicate perception difference toward the current evaluation
The crux of the matter is that for a certain evaluation to be effective and meaningful, all
the parties and concerned authorities involved in the evaluation programme should be
collaborating in some systematic and meaningful way based on policies and procedures tailored
to local' circumstances. It is felt that a purposeful evaluation in which the involved parties
collaboratively work towards the effectiveness of learning but not anything else, will enable the
teachers to develop favourable perception towards evaluation of their performance.|
|Appears in:||Thesis - Educational Leadership & Management|
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