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

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dc.citation.epage54en_US
dc.citation.issueNumber1en_US
dc.citation.spage43en_US
dc.citation.volumeNumber46en_US
dc.contributor.authorCollins, A. B.en_US
dc.date.accessioned2016-02-08T10:27:24Z
dc.date.available2016-02-08T10:27:24Z
dc.date.issued2004en_US
dc.description.abstractThe 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.en_US
dc.identifier.doi10.1080/0013188042000178818en_US
dc.identifier.eissn1469-5847
dc.identifier.issn0013-1881
dc.identifier.urihttp://hdl.handle.net/11693/24310en_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/0013188042000178818en_US
dc.source.titleEducational Researchen_US
dc.subjectSchool assessmenten_US
dc.subjectSchool improvementen_US
dc.subjectSecondary school teacher supervisionen_US
dc.subjectTeacher supervisionen_US
dc.titleTeacher performance evaluation: a stressful experience from a private secondary schoolen_US
dc.typeArticleen_US

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