NotesFAQContact Us
Search Tips
ERIC Number: ED420720
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
A Study of the Effectiveness of Teacher Appraisal in Hong Kong Self-Managing Schools.
Mo, Kim Wan
Formal teacher appraisal was introduced to schools participating in Hong Kong's School Management Initiative (SMI) without prior evaluation of its effectiveness. This study examines the current practice of appraisal and provides guidelines for schools wishing to introduce teacher appraisal. Teachers from SMI schools (n=337) completed questionnaires about teacher appraisal. They responded to statements about the outcomes of their most recent appraisals and questions about aspects of the appraisal system. These teachers had a mean age of 35.07 years and a mean of 11.13 years of teaching experience. Results indicate that the outcomes of appraisal can be grouped as formative and summative. The effectiveness of the appraisal, as measured by teachers' perceptions of the formative outcomes, was predicted by teachers' formative attitudes toward appraisal, the appraisal procedures, and feedback. Teachers are more likely to benefit from appraisal if they perceive that it is helping them grow professionally, that the appraisal procedures are formative, and that the feedback provide is useful. (Contains 5 tables and 54 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong