Teacher Evaluation and Quality of Pedagogical Practices
Abstract
This study explored the extent to which teacher evaluation influences the quality of pedagogical practices in public secondary schools in Uganda. It was triggered by the persistent criticisms about the deteriorating quality of teaching and learning in secondary schools in the country. The study was approached from the positivist research paradigm. However, a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from 76 head teachers and 960 teachers drawn from 95 public secondary schools and two officials from the Uganda’s Ministry of Education, Science, Technology and Sports (MoESTS) using survey and interview methods. Ordered logistic regression and content analysis methods of data analysis were used to establish the influence of teacher evaluation on the quality of pedagogical practices in the schools. Study findings revealed that both formative (coeff. =5.557; p=0.000<.05) and summative (coeff. =3.056; p=0.000<.05) teacher evaluations significantly influence the quality of pedagogical practices in school. Thus, it was concluded that the way teachers teach, is partly determined by how well and regularly they are evaluated, other factors notwithstanding. Therefore, the researchers recommended that in order to enhance the quality of pedagogical practices, MoESTS needs to develop standard formative evaluation tools that can be used for continuous teacher evaluation as well as train head teachers on how to effectively appraise their staff.
Keywords
Full Text:
PDFReferences
Ayeni, A. J. (2011). Teacher professional development and quality assurance in Nigerian
Secondary Schools. World Journal of Education, 20, 143-149.
Deming, W. E. (1986). Out of Crisis. Cambridge: Cambridge University Press.
Donaldson, M. L & Peske, H.G. (2010). Supporting Effective Teaching Through Teacher Evaluation.
Retrieved August 5, 2016, from http://www.americanprogress.org.
Education Standards Agency (n.d). Handbook for School Inspectors. Ministry of Education and
Sports. Kampala: Uganda government
Elliot, K. (2015). Teacher Performance Appraisal: More about Performance or Development? Australian
Journal of Teacher Education, 40 (9): http://dx.doi.org/10.14221/ajte.2015v4On9.6
Government of Uganda (2010). Uganda Public Service Standing Orders. Kampala: Government
of Uganda.
Isoré, M. (2009). Teacher Evaluation: Current Practices in OECD Countries and a Literature
Review.OECD Education Working Papers, No. 23, OECD Publishing. Retrieve July 27, 2016 from http://dx.doi.org/10.1787/223283631428
Kagolo, F. (2014, March 26). School inspectors: Where did they go? The New Vision. Retrieved
May 17, 2015 from www.newvision.co.ug
Kahsay, N.M (2012). Quality and quality assurance in Ethiopian Higher Education: Critical
issues and practical Implications. Unpublished doctoral dissertation, University of Twente, the Netherlands.
Kalule, L. (2014). Perceptions Pratiques de supervision Du Personnel eiseignant en Ouganda.
Unpublished doctoral dissertation, Laval University Canada
Mielke, P., & Frontier, T. (2012). Keeping improvement in mind. Educational leadership, 70(3), 10-13
Milanowski, A. (2011). Measuring Teacher Performance For Strategic Human Capital Management. In
A. Odden (ed). Strategic management in education, (pp.67-90). New York, NY: Routledge
Ministry of Education and Sports (2013). The Education and Sports Sector Annual Performance
Report (ESAPR) (FY 2013/14). Kampala, the Government of Uganda.
Ministry of Education and Sports (2013). Teacher Initiative in Sub-Saharan Africa (2014). Teacher issues in Uganda. A shared vision for an effective teachers’ policy. The Government of Uganda
Ministry of Education and Sports (2012). .Annual report of the Directorate of Education
standards. The Government of Uganda
Mpokosa & Ndaruhutse (2008). Managing Teachers. The centrality of teacher management to
Quality education. Lessons from developing countries. Retrieved from www.cfbt.com/evidence foreducation and www.vsointernational.org
Musaazi, J.C.S. (2006). Educational Planning. Principles, Tools and Applications in the
Developing World. Kampala: Makerere University Printery.
Nagel, T. (2003). What is quality of education and why is it important for development?’
Keynote address. International Conference on Quality in Education. 11-13 June 2003. Oslo Norway.
National Planning Authority (2010). National Development Plan 2010/11-2014/15). The Government of Uganda
Papay, J.P. (2012). Refocusing the debate: Assessing the purpose and tools of teacher evaluation.
Harvard Educational Review, 82 (1) 123-141
OECD.(2013). Teachers for the 21st century using evaluation to improve teaching. Paris: OECD publishing.
Orenaiya, S. A. Adenowo, E.A, Aroyeum, F.T & Odosoga, R. (2014). School Inspection or, and
Supervision Effects in Public Secondary Schools in Ogun State, Nigeria: Where are we and where do we go? International Journal of Humanities and Social Science Invention, 3 (6), 74-80
Phillips, K.F., Balan, R.M., & Manko, T.P (2014). Teacher evaluation. Improving the process.
Teaching and learning Journal, 7. Retrieved September 20, 2015 from https://www.kpu.ca/sites/default/files/transformative
Tanya, S. (2013).Teacher appraisal - its relationship to motivation, collegial relationships, and
pedagogical change in an early childhood context in Aotearoa New Zealand. Unpublished Masters’ degree thesis of University of Waikato, New Zealand. Retrieved August 4, 2015 from http://researchcommons.waikato.ac.nz/
Taylor, R. (2003). An indigenous perspective on evaluations in the intercultural context: how far
can one throw a moree boomerang? Evaluation Journal of Australasia, 3 (2), 44-52.
Uganda National Council for Science and Technology report, 2012. The quality of Science
Education in Uganda. Kampala: The Government of Uganda.01
Uganda National Examination Board. (2011). The Achievement of S2 Students and Teachers in
English Language, Mathematics and Biology. Kampala: Uganda National Examination Board
Zepeda, S.J. (2010). Instructional supervision: applying tools and concepts (3rd ed.). New York: Eye on Education.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493