Teacher based evaluation process and learners’ progress in primary schools Kibuku district Uganda
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Date
2023-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of education, open distance and e-learning.
Abstract
The purpose of the study was to examine the influence of Teacher Based Evaluation Practices on learners progress in primary schools Kibuku District. The study was guided the following objectives namely; To analyze the school based examination supervision process on learner’s progress in primary schools Kibuku District, To examine the school based setting of examination process on learner’s progress in primary schools Kibuku District and To establish school based grading process of learners on learners progress in primary schools Kibuku District. The study used mixed methodology which consists of qualitative & quantitative data (Creswell 2014). This approach to research is used. This integration provides a better understanding of the research problem than either of each alone. Quantitative data included close ended information such as that found to measure attitudes like ratings, scales, behaviours, observation, checklists and performance instruments. The researcher used survey research design in the study. Design is a method of collecting information by interviewing or administering a questionnaire to sample of individuals. It also collects information about people’s attitudes, opinions, habits or any of the variety of education or social issues (Orodho, 2009). The target population for the study was 586 population in primary schools; composed of 45 school heads, 38 deputies 367 pupils and 136 teachers. The finding show that there was classroom control strategies such as control movements in the classroom, roll calling to ensure attendance, strictness on arrival in class and acquiring permission before leaving the classroom. However weakness was observed in providing copy of school rules and regulations, ensuring class activities were done, worse school uniforms or provided counseling by teachers to their Learners. From the findings, role modeling strategies were implemented through adequate preparation and delivery of lessons and meeting periodically with Learners. However teachers failed to lead by example in many areas like dressing smartly, attending lessons in time and respect of Learners by listening to their concerns. Therefore this strategy was weakly implemented in the schools by the teachers. It is recommended that more emphasis is placed on helping teachers to become role models to their Learners. The teachers should dress up neatly and by conduct and discipline show Learners by their living. Head teachers should help their teachers in understanding that Teacher Based Evaluation Practices is key for success and therefore set aside budget for trainings as well as facilitations for good practices.
Description
A thesis report submitted to the college of education open distance and e-learning in partial fulfillment for the award of masters of education in educational administration and management of Kampala International University
Keywords
Teacher, Based, Evaluation process, Learners’ progress, Primary schools, Uganda