ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
TEACHER
EVALUATION AND STUDENTS’ ACADEMIC PERFORMANCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 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
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment