oa Mosenodi - An evaluation of teacher appraisal in Botswana secondary schools



Two contrasting and conflicting models of appraisal are presented and discussed. Based on research carried out in 1999, the scheme of appraisal used in Botswana Secondary Schools is evaluated, with the focus on participants' perceptions of its purpose, practice and effectiveness. The author argues that the present system is largely ineffective in achieving its stated aims or the wider aims of improving the quality of teaching. He argues that in the light of more recent policy initiatives, such as parallel progression and the Revised National Policy on Education the scheme of appraisal is in need of a major review, and he advocates for differentiated schemes of appraisal for teachers at varying stages of their career.


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