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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3873

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
PERFORMANCE
Copyright: May-1999
Date Added: 22-Nov-2012
Publisher: AAU
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 evaluation results. 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 system. 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.
URI: http://hdl.handle.net/123456789/3873
Appears in:Thesis - Educational Leadership & Management

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