Open AccessMoving from teacher accountability to teacher development: Lessons from teacher appraisal.
Author(s) -
G. Oduro
Publication year - 1998
Language(s) - English
DOI - 10.47963/jem.v1i1.355
Subject(s) - accountability , performance appraisal , teacher quality , professional development , quality (philosophy) , teacher education , pedagogy , political science , psychology , public relations , medical education , management , medicine , engineering , operations management , law , economics , metric (unit) , philosophy , epistemology
The search for quality performance of teachers has of late become an issue for management in educational institutions. Teacher performance appraisal has been identified as an effective instrument for promoting teacher performance quality)'. This article looks at the teacher appraisal scheme of Britain and argues for its introduction in the Ghanaian school system. It argues that the strategy for assessing and supervising teacher performance in Ghana is inadequate. /r does not promote professional development among researchers. It rather instills unnecessary fear in them and eventual/y suppresses the spirit of iniriariveness needed for the advancement! Of their; Professional practice.