CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teacher assessment is carried out to assure teacher quality and encourage professional learning in order to improve future performance (Danielson, 2010). Teacher assessment is defined as the formal process of assessing a teacher's performance and effectiveness in the classroom (Sawchuk, 2015). This definition, however, is an oversimplification. In reality, teacher evaluation entails a shared understanding of the inputs (for example, the practices that constitute great teaching), outputs (for example, student accomplishment metrics), and evaluation techniques (e.g., student assessment data, teacher observation rubrics). Rarely are the components of assessment agreed upon (Goe, Bell, & Little, 2008). This overview includes information on teacher assessment in terms of gathering data on teacher practice and applying it to enhance student outcomes.

Researchers, businesses, and policymakers from many industries have long been interested in the impact of assessment on employee performance. Still, the possible long-run effects of performance assessments, including employee skill development, have received very little empirical attention. In the field of education, measuring teacher effectiveness has become a hot topic. Teachers' capacity to encourage student performance development varies significantly, although usually, visible instructor qualities like graduate degrees and experience (beyond the first few years) are not linked with higher productivity. Many academics and policymakers believe that, in these circumstances, the only option to improve teacher distribution is to collect data on individual productivity through assessment and subsequently remove low performers.

1.2 STATEMENT OF THE PROBLEM

Teachers are more productive during the school year when they are assessed, but much more so in the years following the evaluation. A student taught by a teacher who has undergone the Cincinnati evaluation will score around 10% of a standard deviation higher in math than a similar student taught by the same teacher before the evaluation. These estimates may be skewed by patterns of student assignments that favor previously rated instructors, or by pre-existing favorable trends in teacher performance, as a result of our identification approach. We looked into these threats using event studies and comparisons of observable teacher and student characteristics between treatment groups, and we found no evidence of bias. Instead of utilizing performance assessment as a tool in a rewards-and-punishment incentive system, an alternate viewpoint emphasizes the importance of using it as an integral component of long-term employee development. Employees who are encouraged by rewards-and-punishment-related evaluations perceive the process as judgemental and punishing, according to this human resource management perspective on assessment (Armstrong 2000). Because contemporary assessment systems seldom result in teacher incentives or penalties (Weisberg et al. 2009), evaluation in the education sector may be better understood from a developmental rather than a conventional principal-agent viewpoint.

1.3 OBJECTIVE OF THE STUDY

I.       To identify the characteristics of an effective evaluation system.

II.    To assess the impact of teachers’ evaluations on their job performance in public schools.

III. to determine if performance evaluation leads to the promotion of public schools.

1.4 RESEARCH QUESTIONS

I.       What are the characteristics of an effective evaluation system?

II.    What is the impact of teachers’ evaluations on their job performance in public schools?

III. Does performance evaluation lead to promotion in public schools?

1.5 SIGNIFICANCE OF THE STUDY

This study was important for school inspectors, education officers, headmasters or headmistresses, and education ministers in order to determine the techniques and character of primary school instructors in the teaching process in relation to their work performance in terms of assessment. This study will aid in identifying the relevance of teacher assessment, which has a significant influence on their productivity and performance in public primary schools. This research will aid in the improvement of teacher performance through the use of assessment variables in order to improve the educational system. The study is also expected to inspire other researchers to do research on the impact of teacher assessment on job performance in public primary schools in the state of Rivers.

1.6 SCOPE OF THE STUDY

The research is limited to public primary schools in Port Harcourt, Rivers State.

1.7 LIMITATION OF STUDY

The study experienced several limitations. The first limitation related to data collection and analysis where by the numbers of respondents (sample) that took part in study was small thus generalizing the results should be done with high caution. Another limitation was scarce of resources such as time and financial constraints. The last limitation involved some respondents mainly teachers were not able to receive my questionnaire due to terminal examination that conducted during my study.

1.8 DEFINITION OF TERMS

 Evaluation: Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards.

Job Performance: Job performance assesses whether a person performs a job well.

Public Primary School: a school supported by public funds.

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