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Support for improved teacher performance in Evergreen Primary School
Author
Chan, Hou Cheng
Supervisor
Chong, Keng Choy
Abstract
This action research study is an exploration of the Heads of Departments' and teachers' perceptions of heads of departments' performance of leadership role at Evergreen Primary School. It also focuses on the kind of support that the teachers and department heads need for improved performance.
Data was collected through the administration of Part II of an original three-part Head of Department Tasks Questionnaire developed by Seah-Tay (1996) to examine the perceptions of the department heads and teachers of the Head of Departments' performance of leadership role in the school. The department heads and teachers were also interviewed to find out the kind of support they need for improved job performance. The data collected from the questionnaire and interviews were analysed.
A total of 42 sets of questionnaires were distributed to 38 teachers and 4 department heads. The questionnaires returned by the department heads were complete. However, 2 sets of questionnaires that were returned by the teachers were incomplete and were deemed as spoilt. The sample size for this study was 40 out of a total 42 respondents.
All the 4 department heads and 8 randomly selected teachers were interviewed. Each interview, which was conducted on a one-to-one basis, lasted between thirty and forty-five minutes.
The findings indicate that there are differences in the department heads' perceptions of the actual, expected and ideal amount of effort spent on their performance of leadership roles. The findings reveal that there are very little differences between the HoDs' and the teachers' perceptions of the actual amount of effort the department heads spent on the performance of leadership roles.
The findings also show that the HoDs and the teachers agree to a large extent on the actual and expected amount of effort that the department heads spent of their tasks.
The department heads with a higher discrepancy in the amount of effort they perceive that they spent on their tasks to be actual and expected or to be actual and ideal experienced conflict in their role performance. Findings reveal that the department heads with between 2 and 3 years of experience need support in the development of their leadership competencies. They also need help in time management.
The teachers with more than 10 years of experience find difficulty in learning new skills related to Information Technology. They need the school to create opportunities for them to learn and practise their new skills in a non-threatening way. Teachers with between 5 and 10 years of teaching experience needed support in areas related to workload and keeping up with new teaching strategies to stimulate pupils' interest in learning. Teachers with less than 5 years of experience need help in classroom and time management and pedagogy.
Data was collected through the administration of Part II of an original three-part Head of Department Tasks Questionnaire developed by Seah-Tay (1996) to examine the perceptions of the department heads and teachers of the Head of Departments' performance of leadership role in the school. The department heads and teachers were also interviewed to find out the kind of support they need for improved job performance. The data collected from the questionnaire and interviews were analysed.
A total of 42 sets of questionnaires were distributed to 38 teachers and 4 department heads. The questionnaires returned by the department heads were complete. However, 2 sets of questionnaires that were returned by the teachers were incomplete and were deemed as spoilt. The sample size for this study was 40 out of a total 42 respondents.
All the 4 department heads and 8 randomly selected teachers were interviewed. Each interview, which was conducted on a one-to-one basis, lasted between thirty and forty-five minutes.
The findings indicate that there are differences in the department heads' perceptions of the actual, expected and ideal amount of effort spent on their performance of leadership roles. The findings reveal that there are very little differences between the HoDs' and the teachers' perceptions of the actual amount of effort the department heads spent on the performance of leadership roles.
The findings also show that the HoDs and the teachers agree to a large extent on the actual and expected amount of effort that the department heads spent of their tasks.
The department heads with a higher discrepancy in the amount of effort they perceive that they spent on their tasks to be actual and expected or to be actual and ideal experienced conflict in their role performance. Findings reveal that the department heads with between 2 and 3 years of experience need support in the development of their leadership competencies. They also need help in time management.
The teachers with more than 10 years of experience find difficulty in learning new skills related to Information Technology. They need the school to create opportunities for them to learn and practise their new skills in a non-threatening way. Teachers with between 5 and 10 years of teaching experience needed support in areas related to workload and keeping up with new teaching strategies to stimulate pupils' interest in learning. Teachers with less than 5 years of experience need help in classroom and time management and pedagogy.
Date Issued
2002
Call Number
LB2822.5 Cha
Date Submitted
2002