Teacher Evaluation and Quality of Pedagogical Practices
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Missing Links and Next Steps. A Research Synthesis. November 2006. Laura Goe, Ph.D. ETS. 1100 17th Street N.W., Suite 500. Washington, DC 20036-4632.
Teacher Evaluation and Quality of Pedagogical Practices
by the quality guru, Edwards Deming. According to the model, a continuous feedback loop is essential in order to analyse, measure, and identify sources of.
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International Journal of Learning, Teaching and Educational Research Vol. 15, No. 9, pp. 118-133, August 2016
Teacher Evaluation and Quality of Pedagogical Practices Paul Malunda1, David Onen2, John C. S. Musaazi3 & Joseph Oonyu4 College of Education and External Studies Makerere University, Uganda
Abstract. This study explored the extent to which teacher evaluation influences the quality of pedagogical practices in public secondary schools in Uganda. It was triggered by the persistent criticisms about the deteriorating quality of teaching and learning in secondary schools in the country. The study was approached from the positivist research paradigm. However, a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from 76 head teachers and 960 teachers drawn from 95 public secondary schools and two officials from the Uganda’s Ministry of Education, Science, Technology and Sports (MoESTS) using survey and interview methods. Ordered logistic regression and content analysis methods of data analysis were used to establish the influence of teacher evaluation on the quality of pedagogical practices in the schools. Study findings revealed that both formative (coeff. =5.557; p=0.000
