Teacher Accountability Using Teacher Appraisal: Perceptions of Senior High School Heads in Central Region, Ghana

Abstract

A study using the mixed-method approach that utilized a non-experimental survey and basic interpretive designs was conducted to measure teacher accountability through teacher appraisal. Closed-ended Likert-type questionnaire and semi-structured interview protocol were used to collect data from the study respondents consisting of heads of senior high schools in Central region of Ghana.  Data collected were analyzed using descriptive statistics and identification of emerging themes. Major findings reported in the study were that respondents adopted a systematic and organized approach that allows for the setting of achievable goals and development of blueprint to conduct teacher appraisal. The use of teacher appraisal is restricted to facilitate mainly the managerial duties of the school head with little attention focused on teacher growth and development. A key recommendation was that school heads should align teacher appraisal with the strategic goals of the school improvement plan.

Keywords: Teacher accountability, Teacher Appraisal, Teacher development, Learning outcomes

DOI: 10.7176/JEP/12-29-09

Publication date:October 31^st 2021