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UPSI Digital Repository (UDRep)
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| Abstract : |
| The notion of a general push for accountability and professionalism has initiated appraisal schemes in many professions, including the teaching profession. Though the literature on the subject is foil of different definitions for appraising teachers such as School Teacher Appraisal, Performance Review, Staff Review and so on, they are basically similar aiming at different purposes. These include staff development, institutional improvement, reward, promotion and even related to pay. To institute the Teacher Appraisal Scheme purely for professional development such as the case in Malaysia, conditions need to be set up to avoid the occurrence in which the scheme may be disguised or openly used for other purposes. The purposes of appraisal, training of the appraisers and appraised, the approach and methods of appraising, the procedure of appraisal and others need to be clearly and objectively specified so as to minimize the shortcomings of the scheme. The teacher appraisal schemes should be implemented solely for professional development to prevent the malfunctioning of the school system, which would otherwise lead to greater inefficiency and inequity. Teacher appraisal should be regarded as part and parcel of school management. Consequently, the process should be collaborative and a two-way instead of dictatorial, summative and top-down approach. Most importantly, it should contribute to the improvement of pupil’s learning, teacher’s teaching and the Improvement of the school management. This paper therefore can be read as a lesson for those who would like to implement or review the Teacher Appraisal Scheme. |
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