Monyatsi, P.P.(Academic Journals, http://www.academicjournals.org, April NaN, 2009)
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Abstract:
This article critically analyses the mechanisms and procedures that facilitate the effectiveness of the
current teacher appraisal system in Botswana secondary schools. Teachers in schools, in this case in
Botswana secondary schools have to undergo appraisal every year for both accountability and
developmental purposes. In this article, the author critically analyzes the extent to which the
mechanisms and procedures are in place and adequate to facilitate the effectiveness of the current
teacher appraisal in Botswana secondary schools. The article is based on an empirical study that was
carried out in a sample of 607 secondary school teachers in two clusters of seventeen schools in the
southern region of Botswana. The research design is a multi-methods approach of a survey
questionnaire and a semi-structured interview. The results illustrate that there is a need for training,
feedback and transparency if the appraisal process is to be effective.