Access as an aspect of transparent feedback: implications for teacher competence

Abstract :

Attempts to help solve the problems regarding inadequate feedback competence among teacher evaluators. The aim of this study is to formulate a description of the way in which access, as one of the aspects of transparent feedback, can promote the feedback competence of teacher evaluators. A comprehensive literature study has been undertaken. The information for the empirical study has been gathered by means of a questionnaire. The findings confirm the hypothesis that school managers are less transparent and accessible when they give feedback to teachers that have been evaluated. Recommendations are made.

 

Details

Author Monyane BL
URL http://hdl.handle.net/20.500.11892/64901
Date Accessioned 2016-09-22T09:54:53Z
Date Available 2016-09-22T09:54:53Z
Date Created 1996
Identifier URL 1997
Language English
Subject Education
Subject 2 Education
Alternative Title
Degree Type Masters degree
Degree Description  M Ed