Teacher performance evaluation: a stressful experience from a private secondary school

Abstract

The study examines aspects of centralized and school-based supervision (SBS) as carried out at a private secondary school. Data were gathered from administrators, teachers and students through interviews, critical incidents and pertinent documentation. The study points out that a combination of the two supervision systems offers benefits that a single, stand-alone system cannot, while highlighting the problems and the dilemma teachers find themselves in when faced with two systems of a summative nature. The study concludes that centralized and SBS can co-exist. They, however, must complement each other, not duplicate functions.