Perceptions of Teachers in Public Schools on Monitoring and Evaluation in Ehlanzeni District, Mpumalanga
Loading...
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Witwatersrand, Johannesburg
Abstract
Description
There is a gap in the body of knowledge regarding the significance of teacher perceptions to the implementation of educational interventions that are aimed at improving learner performance. Monitoring and Evaluation (M&E) is implemented in schools to improve the quality of teaching and learning in order to improve learner performance, and teacher perceptions play an important role in determining the success or failure of this process. This study describes teacher perceptions to the implementation of M&E in public schools to improve learner performance in Ehlanzeni district of Mpumalanga province. The study took a quantitative research method with the use of survey questionnaires on a randomly selected sample of 97 teachers from 30 schools in three circuits across the district. Participants were randomly selected from three strata of circuits comprising top performing, average performing, and low performing circuits. This sample was deemed representative and the findings of the study can be generalised across the whole district. The Statistical Programme for Social Sciences (SPSS) was used to produce descriptive statistics in the form of tables and to perform the reliability tests for the questionnaire items. A Cronbach’s alpha coefficient of .83 was obtained. The results of the study indicated that teachers in Ehlanzeni district perceive M&E to be effective and assisting in improving learner performance in schools. This implies that, by and large, M&E is being well received and highly regarded by the teachers in the district as a useful management tool. However, the results also showed that teachers are of the view that there is very little interaction between monitors and learners happening during the visits, the monitoring system dwells more on paperwork than what unfolds in the classroom. The results also revealed that teachers perceive that M&E collected information is not effectively utilised nor are their inputs considered in decision making when learner improvement strategies are being designed.
Citation
Nyoka, Joachim. (2019). Perceptions of Teachers in Public Schools on Monitoring and Evaluation in Ehlanzeni District, Mpumalanga [Master’s dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/49693