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Exploring Teachers Performance Appraisal System Using Appreciative Inquiry Ai

Thesis Info

Author

Mir, Shah Izat

Department

Professional Development Centre, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727917603

Similar


This study aimed at exploring the teachers' performance appraisal system using appreciative inquiry, within the qualitative research approach, at a private higher secondary school in Karachi. This aim was fulfilled by generating the data through participation and collaboration of two teachers, a coordinator and two vice-principals of the school, selected through purposive sampling process. The teachers' performance appraisal called "Performance management and reward system" is a dynamic process, accessible for the concerned teachers for the purpose of development and improvement. The main components of the appraisal are classroom observations, students' feedback, pre and post-observation meetings, professional sessions, students' board results, observation by the management, and set targets for the academic year. The teachers are rated, based on the compiled data of the appraisal process at the end of academic year. This appraisal process was reviewed two years ago to make it more development centric rather than only accountability oriented. The findings suggest that the formative nature of performance appraisal process helps teachers to develop their professional life in the school. At the same time, findings also reveal that summative nature of performance appraisal is also useful for taking decisions by the school management. The objectivity of the appraisal process can be ensured through multiple sources for evaluation and introduction of rubrics in the process. Performance appraisal is helpful to empower the teachers by providing a structured path for the continuing professional development. The Five-D Cycle of Appreciative Inquiry was carried out with an aim to improve the process of performance appraisal system in the school. It also helped in bringing forward the good practices through in-depth interviews and focused group discussions. The use of Appreciative Inquiry approach, which is the affirmative discussion on the performance appraisal process, helped teachers to reshape their beliefs and practices as research participants.
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وادی سینا

وادیِ سینا

جس وادی مقدس طویٰ کا ذکر قرآن میں ملتا ہے اس کی وسعت قلبی واضح نظر آ رہی تھی ۔ گرمی سے نڈھال پیاسی وادی نے اپنی چونچ بحیرہ احمر میں ڈال رکھی تھی ،بحر ہند کا پانی جزیرہ نما عرب کے یمنی ساحلی علاقے راس منہلی اور براعظم افریقہ کے راس سیاں کے درمیا ن کوئی بیس میل کی ایک تنگ گھاٹی سے گزر کر افریقہ اور ایشیا کے درمیان حدِ فاضل کھینچتا ہے جو وادیٔ سینا پہنچ کر دوحصو ںمیںمنقسم ہو جا تا ہے مشرقی حصے کو خلیج عقبہ جبکہ مغربی حصے کو خلیج سویز کہا جا تا ہے ۔قاہرہ سے وادیٔ سینا جاتے ہوئے خلیج سویز کو عبور کرنا پڑتا ہے ۔اس حصے میں موسیٰ  ؑنے اپنی قوم کو فرعونی مظالم سے نجات کے لیے پار کرایا تھا اور اسی بحر میں فرعون منفتاح غرق ہوا تھا۔

مصر ،سعودی عرب،اسرائیل اور اردن کی سرحدیں خلیج عقبہ میں ملتی ہیں ۔سعودی عرب اسی ساحل ’پر نیوم‘ نامی بستی بسا رہا ہے ۔اس جدید بستی کے بارے میں یہ بات کہی جا رہی کہ یہاں عیش و عشرت کے وہ سارے ذرائع موجودد ہوں گے جن کے لیے مغرب و مشرق کے عیاش طبقات دنیا کے کسی بھی کونے میں جانے سے انکار نہیں کرتے ۔

جہاز نے سمت بدلنے کے لیے جب داہنا پنکھ نیچے کیا تو کھڑکی سے خلیج سویز ایک نیلے ربن کی طرح نظر آ رہی تھی ۔محمد علی نے اشارہ کیا کہ وہ پانی خلیج سویز ہے ۔انہوں نے نہر سویز کی لمبائی چوڑائی اور اس پر برطانوی ،امریکی اور فرانسیسی قبضے کی تاریخ بھی بیان کی او ر بڑے فخر سے جمال عبدالناصر کی بہادری اور اس نہر کے قومیانے کے عمل کو سراہا ۔ انہوںنے کہا کہ ۱۸۶۹ء...

صلح حدیبیہ: آنحضرت کی ﷺ سیاسی، معاشرتی اور دفاعی حکمت عملی

Hazrat Muhammad (SAW) is the last Apostle to human beings. He was gifted with a divine Deen having complete code of life. Every field of life has been discussed in the Holy Quran and Sunnah of the Prophet r. As an Apostle, head of the state and army commander, He guided the mankind and provided an excellent example in all the perspectives of life. As a commander of the Islamic forces, the Holy Prophet r fought twenty seven Ghazwat after migration to Madina. In Zeqaida 6 AH, during the pact of Hudaibia a complete turn was taken by Muslims. After this event, the Muslim army role changed to offensive rather than defensive. Immediately, after the pact, the Holy Prophet r attacked on Khyber in Muharram 7th AH, while the whole Hijaz region was captured during the Ghazwa Fath-i-Makkah. In this article, the strategy and tactics employed by the Holy Prophet r during Hudaibia truce have been discussed. These tactics are useful and beneficial in modern era warfare also. As an ideal for all the Ummah, lessons should be extracted by the commanders to defend their motherland and ideological boundries.

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Over the past many decades, teacher education remained focus of the government. The national education policies since 1947 proposed for reforms in teacher education to improve the quality of education. Similarly, the National Education Policy (2009) recommended for reforms in the teacher education with a particular focus on pre-service teacher education. In line with recommendations, the Higher Education Commission and provincial governments have introduced a 4-year B.Ed. (Hons.) Elementary programme with the support from United States Agency for Internal Development, Pre-Service Teacher Education Programme (USAID, Pre-STEP) to improve the quality of education in Pakistan. This study sought to discover how is the B.Ed. (Hons.) elementary programme being implemented in the four selected teacher education institutions (TEIs) in Sindh, Pakistan. A mixed method research design was employed, which helped in collecting the data in breadth and depth to understand various aspects of the programme implementation. The quantitative data were collected from 120 prospective teachers and 30 faculty members through a 5-point Likert scale questionnaire to know about their views and experiences of the B.Ed. (Hons.) elementary programme. The qualitative data were collected through interviews and focus group discussions (FGD) from 45 research participants who comprised of key informants, department heads, faculties and prospective teachers. The groups for FGDs comprised of 4-6 research participants. This study found significant changes in teaching practices, use of ICTs and assessment tools and practices as an outcome of the interventions made. Moreover, the study found that the USAID, Pre-STEP played a significant role in implementation of the programme. However, many factors hampered the implementation especially in the post project period. These factors include; lack of updated reference materials and equipment including ICT, lack of qualified human resources, the mismatch with ground realities as well as between students' background and the specialized courses offered, lack of coordination, needed infrastructure and continued struggle for sustainability of actions after the project. The study also found that the Government Elementary Colleges of Education (GECEs) face greater challenges in terms of sustained enrolment as compared with university departments. This study suggests that the policy makers and programme implementers need to ensure conducting proper needs assessment and institutional analysis prior to starting a new programme and develop a proper sustainability strategy for post project period. The TEIs need to be equipped with the required resources. The revised recruitment policy (2017) need immediate implementation to ensure induction of qualified and performance-oriented staff to