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Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development: (English)

Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development: (English)

          
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About the Book

This dissertation, "Teachers' Perceptions of the Introduction of an Appraisal System in a Secondary School in Relation to Professional Development" by Chun-yin, Shirley, Tse, 謝俊賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT This study examines the perceptions of teachers towards the possible implementation of a formal appraisal system in a school in Hong Kong. The literature review on the purposes and outcomes of appraisal, the relationship and tensions between appraisal and professional development provides the conceptual framework for the research and the basis for the formulation of the research questions. Data were obtained from various sources including a set of questionnaire distributed to 50 teachers in the school under study, semi-structured interviews with five chosen teachers and participant observation made by the researcher. All these data were compared and analyzed. Research findings showed that teachers perceived appraisal to be for professional development, promotion and for the school authority to monitor teachers' performance. However, the school management perceived appraisal to be solely for teachers' professional development and school improvement. Teachers also perceived that there were tensions between the purposes of professional development and accountability, but clearly identified appraisal purposes before ithe implementation of it could help reduce the tensions. Almost all the teachers agreed a formal appraisal system was necessary in the school. Teachers were usually concerned about the way appraisal would be conducted and whether the system would be fair and open whereas the school management was concerned about the readiness and acceptance of teachers towards appraisal. Both teachers and the principal regarded lesson observation very significant in appraisal. Most teachers chose the subject panel heads and the principal to be the appraisers instead of their peers. Data also indicated that there was a discrepancy on the expected usage of the appraisal results between the teachers and the principal. Nonetheless, both parties regarded the benefits of appraisal to be teachers' professional development and improvement in student's learning. Finally, it is hoped that the research findings on the teachers' perceptions towards the introduction of appraisal can have some practical implications for the implementation of a formal appraisal system and the design of appropriate professional development activities in the local context. ii DOI: 10.5353/th_b3763874 Subjects: High school teachers - China - Hong Kong - Attitudes High school teachers - Rating of - China - Hong Kong Teacher effectiveness - China - Hong Kong


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Product Details
  • ISBN-13: 9781361451663
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 116
  • Spine Width: 6 mm
  • Width: 216 mm
  • ISBN-10: 1361451661
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Series Title: English
  • Weight: 286 gr


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