The appraisal of mathematics teachers in Ghana

Abstract

This study examined the nature and existing methods of teacher appraisal in Ghana. 441 secondary mathematics teachers participated, of whom 193 teach the subject at the junior secondary level and 248 teach it at the senior secondary level. In addition, 44 Ghana Education Service Officials and 6 Heads of secondary schools who appraise mathematics teachers were sampled. Methods used included questionnaires, interviews and observation of appraisers at work. Chi-squarex2 and discriminant analysis statistics were used. Highly significant relationships were found between mathematics teachers' perceived professional support and appraisal experience, mathematics teaching experience and professional status at the senior secondary level; and between perceived support and appraisal experience at the junior secondary level. The results indicated inefficiencies in the appraisal system employed by the Ghana Education Service (GES) in supporting mathematics teachers to improve their work.