Exploring management members' attitudes towards the developmental appraisal system.
Loading...
Date
2002
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The Developmental Appraisal System (DAS) replaces an autocratic, judgemental and summative
system which did not take into account the differing contextual factors that affect an educator's
work. Often an inspector would arrive unannounced, observe a lesson, judge the educator and
leave without offering any feedback. There was also very little understanding that ongoing
professional development should be a part of all educators' lives. As a result educators feared and
mistrusted the evaluation process.
When this form of control was rejected, very little replaced it in the form of making sure that
quality teaching and learning was taking place in the classroom.
The post - apartheid government has put into place a number of policies and strategies to ensure
that quality education takes place in our schools. One of the most important has been the
developmental appraisal system. This system allows the educator to identify his own
development needs through a democratic and formative process together with the participation of
education managers, peers and experts. It is one of the tools that, if supported by the
establishment of structure and systems, can have a major impact on our present education
system.
This case study is a qualitative study of the attitudes of the management members of Clairwood
Secondary School towards the Developmental Appraisal System. The study aims to capture to
some extent the views, feelings, attitudes and perceptions of the school's management towards
DAS. The interviews with members of management has provided me with direct evidence of
management's attitudes towards DAS.
The overall impression gained from the study was that all members of management were
favourably disposed towards DAS. DAS was found to be a good system and that it would
definitely have a positive impact on whole school development.
DAS allowed educators to talk about, review and reflect on their work, and to receive helpful and
supportive advice and guidance.
The DAS approach is developmental and it is important at the planning stage to build in time for
reflection and for developing strategies for improvement.
Description
Thesis (M.Ed.) - University of Durban-Westville, 2002.
Keywords
Teachers--Rating of., Job evaluation., Appraisal systems., Theses--Education.