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STUDIES ON EVALUATION OF TEACHERS (IN INDIA AND ABROAD) - IVBY: nilesh | Category: Education | Post Date: 2009-02-04
Teacher evaluation also makes the teachers confident about there work if feedbacks are provided to the teachers in appropriate manner. Ones if the teachers become confident in their teaching, their teaching behaviour will produce some intended effects on the teaching-learning process. Biddle (1964) stated in his study that these intended effects are known as teaching competency. Teaching competency is mere than the effect or pupil outcomes, it includes knowledge, attitude, skill and other teacher characteristics. Smoothness in the teaching and learning process is must for healthy classroom atmosphere, in which fruitful interactions will be possible for achieving desired educational outcomes. No doubt the classroom climate or classroom ethos is of critical importance in determining the quality of learning that takes place. And in this way teacher evaluation become very important to improve classroom ethos so that the teaching-learning process successfully completed. Good relationship between students and teachers is a guideline for setting a healthy classroom environment in any classroom. The way by which teachers allowed to know about students' expectations from teachers about their (teacher's) behaviour is teaching evaluation; it will help the teachers to establish a framework for order and earning the respects from the students. Concluding all these it can be said that teacher evaluation whether in the form of student evaluation of teachers or in the form of teachers' self evaluation, is very much concerned with teacher morale, teaching competency, and classroom ethos. Today the teachers are expected to teach for understanding rather then merely rote learning. Therefore the concept of good teaching has been gradually shifted from behaviorist to a more constructivist view. This is why the efforts for improvement and advancement of teaching were made in earlier decades & in future more studies and efforts are needed. Assuming that no one is perfect and therefore everyone has room for improvement, teacher evaluation was considered the mean to identify the aspects of good teaching and also to identify the aspects which needed to be changed. The literature on teaching is crammed full of will researched, yet efforts made in the area of teacher evaluation are insufficient. After reviewing the theoretical contributions made earlier the researcher felt the need of more studies in the context of teacher evaluation at secondary level in many directions. Jones (1983) conducted a study on student rating of teaching and found that teachers' personality as perceived by students, was till very significantly related to rating of teaching quality. It was argued that -the is a proper state of affairs which does not undermine the validity of student ratings.- in another study conducted by Centra (1972) it was found that teachers generally evaluated their teaching somewhat differently from the way their students evaluated it. Nasser and Fresko (2006) concluded a study with a suggestion of using student ratings and instructors predictions to motivate teaching improvement, An attempt made by Sharma & Passi (1976) the interaction effect of the different techniques of feedback and the observer was found not to be significant. Chiplunker (1980) found that few items reflecting job satisfactions of teachers needed to be included in the tool of self assessment of teachers. An effort made by Balchandran (1981) it was found that the evaluative feedback based on students' ratings helped teachers to improve their teaching effectiveness irrespective of sex or subjects of teachers. The same result was found by Centra (1972). Finding of Davidovitch and Soen (2006) also confirmed this result. Mishra (1983) also found significant and positive behavioural changes in teachers as a result of receiving feedback. Mishra (1985) found that the teaching behaviour of the teachers could be changed in a positive direction by giving feedback information in the way of self rating and class rating. Mishra, Brundaban and Patel (1990) found that after giving feedback, the teachers became more indirect and less direct in their behaviour; the students began to like them more. In an attempt, Prokosh (1990) noted the change in both, directly observed measures as well as in the perceptions of the teaching assistants and their students. Results of the study conducted by Wolfe (1990) also support the use of student ratings as measures of teaching effectiveness. Appleton (2000)in his study found that the teachers who received feedback, there were significant changes in pupil ratings in their classes, indicating more satisfaction and friction. It also revealed that giving the teachers feedback as well as information may enhanced pupil engagement. Thomas (2007) suggested that although teachers were initially ambivalent about using student feedback to inform their practice. After looking at comprehensive data that showed now their thinking compared with student thinking, all of the participants learned from and incorporated student suggestions into their practice. Chandel (1981) found that the relationship between self-rating and students' rating was not significant, but in another study Balchandran (1981) found that student rating and self rating of teaching were positively and significantly related. Moreover the study revealed that the self rating was significantly higher than the students' ratings. Mishra (1983) found that the self rating was most effective source of feedback but student rating were also effective in changing behaviour. A study conducted by Prabhune, Marathe and Sohani (1984) researchers found that all the three strategies of giving feedback (College supervisor, self and peers feedback) were equally effective. Mishra (1985) found the difference between feedback effect by self rating and class-rating was highest for language teachers. Mishra (1985) concluded that female teacher were highly susceptible to behaviour change through feedback. Significant differences were found between the subgroups of male & female, arts and science in their teaching efficiency through self evaluation in a study conducted by Narayanappa and Akhtar (2000). Thaker (2000) in a study found that science teachers are moderately effective in self-examination about reflective teaching. LaForge (2003) found that students tend to rate male teachers higher than they rated female instructions. Balchandran (1981) found that the evaluated feedback based on students' ratings helped teachers significantly to improve their teaching effectiveness irrespective of sex and subjects. A study conducted by Indian Institutes of Psychometry (1982) it was found that some biographical factors and the socio-economic level of the subject etc., had some influence in changing the value of self-rating. Another result found in the same study was that the subjects who studied in villages thought themselves to be better than what they actually were. In the same study it was also found that self assessment was positively biased. Because of the changing trend of accountability and high stakes testing, schools are interested in investigating and adopting other -non-traditional- factors affecting achievement. Educational agencies are attempting to analyze all factors of educational environment in order to improve student achievement (Morgen, 2005). By simply involving teachers in developing a collaborative school climate, a relationship between teacher morale and students' achievement becomes evident (Thomas, 1997) Bentley and Rempel (1963) in a study found that the I.Q. level played an important role in comparing of teachers on the ground of teacher morale. Mahatma (1980) in a study concluded that the authentic aspect of actual classroom was significantly related to teacher classroom behaviour (Which represents the level of teacher morale). Chaichana (1981) found the result that open climate of organizations support the morale of the teachers. Rao (1985) also found same results. A Study conducted by Nongnuang (1988) also supports this result. An attempt made by Jain (1982) it was found that sex is not significantly related to any dimension of Teachers' Morale. Sevada (1988) found that teacher moral is not related to leadership behaviour of teacher, but study conducted by Mahashabde (1990) not supports this conclusion by a result that there was a significant relationship between Teacher morale and leadership behaviour. Teven (2007) suggested that the teachers should maintain appropriate classroom behaviour. Accepting the importance of open climate Prakasham (1988) concluded that the open school organizational climates positively affect both teaching competence as well as teacher effectiveness. After a detail study of these entire researches and findings researcher come to know that improvement of teaching is becoming very important need of the educational systems, hence more works are needed to contribute in these perspectives. 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