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TEACHER
EVALUATION AND STUDENTS’ ACADEMIC PERFORMANCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Teacher
evaluation is a function of human decision-making resulting from a value
judgment about how good or weak a particular work performance is using
information that compares the actual work performance with predetermined
performance standards (Grobler, 2013). Appraisal comes from the work “praise”
(to express warm approbation) in an effort to make teacher evaluation more
palatable. Common synonyms for evaluation are assessment and appraisal.
Teacher
evaluation is normative in nature because a value judgment is given. This value
judgment must be weighed against definite criteria of fairness and should
always fulfill a certain function (Danielson, 2011). Teacher evaluation
fulfills two main functions namely; a formative function for the development of
professional teaching skills and a summative function for selection and as a
basis for grading and promotion (Isore, 2009).
Teacher
self-evaluation is considered as a prime means of professional optimization
(Piggott-Irvine, 2013). School leaders also have a crucial role in engaging
teachers in self-reflection about their own practice, and in developing a
culture of evaluation alongside ambitious goals, according to the school
context and challenges. The majority of schools have implemented annual
discussions between school leaders and teachers to evaluate the fulfillment of
the personal objectives set up during the previous year and to establish
further personal objectives (UNECO, 2007 as cited in Isore, 2009).
In Nigeria,
the current teacher evaluation system is often describe as ‘not very fair’,
‘not very efficient’, and ‘generating malaise and sometimes suffering’ for both
evaluated teachers and evaluators, because it is based on administrative
procedures rather than a comprehensive scheme with a clear improvement purpose.
Teacher evaluation is supposed to be undertaken on a regular basis, as an integral
part of the work and duties of the teacher. Secondary level teachers are
evaluated by a panel composed of an inspector and the school principal (Okumbe,
2009).
However, the
intended frequent evaluations often fall short of expectations. First, the frequency
of evaluations is not legally fixed, and is arbitrarily determined by the
inspectors’ availability. This is a cause for concern regarding the fairness of
the system-because teachers working under the same rules receive feedback at
diverse intervals- as well as regarding its efficacy – the average interval
between two evaluations being 6-7 years in secondary education, deemed much too
long.
Moreover,
the workload is such that concerns might be raised regarding the value of the
feedback. An inspector takes responsibility for between 350 and 400 teachers’
practices. As a consequence, the inspectors themselves report malaise and
frustration associated with the evaluation process, mainly because they feel
that they have little impact on teaching practices and cannot develop their
competences and skills for teaching enhancement. Their role is sometimes de
facto restricted to control the abuses within the profession. Evidence on the
teacher’s practice is gathered through the o observation of a teaching session,
followed by an interview with the teacher (Pochard 2008 as cited in Isore,
2009).
Teachers
combine their relevant skills, experiences and positive attitudes towards the
profession, in order to raise the quality of the students’ academic performance
to high and reputable standards (Mbiti, 2014). This combination is achieved
through instructional appraisal, an aspect which has motivated the researcher
to initiate this study.
1.2 Statement of the Problem
It is
surprising that despite the efforts of government, individuals and
non-government agencies in enhancing the educational development in Nigeria,
the academic performance of students has declined greatly. This maybe caused
due to the problem of evaluation of teachers, lack of appraisal of classroom
environment, problem of evaluation of teachers professional responsibilities
and lack of appraisal of teachers on classroom instruction (service
delivery). If this is not checkmated,
our graduates from the secondary schools may not be employable and those who
may further in their University Education may experience difficulties because
of their background. Consequently, our educational system will not attain its
objective of producing qualified and competent product. Therefore, this
research work will seeks to examine teacher evaluation and students’ academic
performance in secondary schools.
1.3 Purpose of the Study
The purpose
of this study is to:
1. To examine the extent to which evaluation
of teachers on planning and preparation of teaching material influences
students’ academic performance
2. To assess how appraisal of teachers on
classroom instruction (serve delivery) influences students’ academic
performance in secondary schools.
1.4 Research Questions
The study is
being guided with the following research questions:
1. To what extent does teachers’ evaluation
on planning and preparation of teaching material influence students’ academic
performance in secondary schools?
2. How does appraisal of teachers on
classroom instruction (service delivery) influence students’ academic
performance in secondary schools?
1.5 Research Hypotheses
Ho1: There is no significant difference between
teachers’ evaluation on planning and preparation of teaching materials and
students’ academic performance in secondary schools
Ho2: There is no significant difference between
appraisal of teachers’ classroom instruction (service delivery) and students’
academic performance in secondary schools
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