n Education as Change - Leadership for redressing assessment competence in schools

Volume 12, Issue 1
  • ISSN : 1682-3206
  • E-ISSN: 1947-9417
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The international notion of ''quality education for all'' initiated the restructuring of the former South African education system. Transformation has lived through its growing pains, resulting in numerous teachers desperately in need of development concerning outcomes-based assessment. To a large extent, quality in an organisation depends on the leader who has to create a culture for continuous improvement and redress by creating opportunities for staff development and support. A preliminary study revealed that Free State teachers need support and guidance to improve assessment in schools. However, official South African documentation has not assigned leaders in schools to facilitate and manage the quality of assessment. The purpose of this paper is to reveal the relationship between the principal's task to guide the empowerment process and the extent to which teachers perceive improvement of their assessment competencies. In order to reveal possible relationships, a questionnaire was developed and completed by both principals and teachers. A correlation analysis revealed a positive relationship between the principals' empowerment practices and the perceived improvement of classroom assessment. From the latter relationships it became evident that leadership focusing on the development and redress of teachers' assessment competencies contributes towards creating an aligned teaching corps, enhancing the quality of teaching and learning.

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