Abbas, All Mohd. (2002). A Study of the System of Performance Appraisal and the Programs for the Professional Development of English Language Teachers in the Secondary Schools in Bahrain. Unpublished. Ph.D., Education. University of Mumbai.
The objectives of study were: (1) To ascertain whether these exists a system of performance appraisal and whether the performance of the English language teachers in the secondary schools in Bahrain has been appraised; and to compare the number of government and private secondary schools in Bahrain which have a system of performance of appraisal, and which appraise the performance of English language teachers. (2) To identify and compare the sources and the frequency and the mode of performance appraisal of English language teachers in the government and private secondary schools in Bahrain. (3) To study and compare the follow up action taken on performance appraisal of English language teachers and senior teachers / department heads in the government and private secondary schools in Bahrain. (4) To study and compare the attitude toward performance appraisal of English language teachers and senior teachers / department heads in the government and private secondary schools in Bahrain. (5) To study and compare the method of performance appraisal in terms of (a) procedures, and (b) techniques of English language teachers in the government and private secondary schools in Bahrain. (6) To study and compare the opinions / views of English language teachers and senior teachers / department heads in the secondary schools in Bahrain on the action needed to further improve teachers performance. (7) To study and compare the (a) nature, and (b) duration of in-service training programs undergone by English language teachers and senior teachers / department heads in the secondary school in Bahrain. (8) To study and compare the participation in exchange programs by English language teaches and senior teachers / department in the government and private secondary schools in Bahrain. (9) To study the professional reading and writing undertaken by English language teaches and senior teachers / department heads in the secondary schools in Bahrain. (10) To identify and compare the areas in which English language teachers in government and private secondary schools in Bahrain perceive the need for further training, and to compare the perceptions of English language teachers and senior teachers / department heads of the areas in which further training is needed by English language teachers in the secondary schools in Bahrain. (11) To study and compare the awareness of the English language teachers and senior teachers / department heads in the secondary schools in Bahrain about the other methods and channels available for their professional development. (12) To study and compare the perceptions of the English language teachers and senior teachers / department heads in the secondary schools in Bahrain of the role played by the senior teachers / department heads in their professional development. (13) To study the views of principals of secondary schools in Bahrain regarding (a) persons responsible for providing in service training of teachers; (b) co-ordination between individuals involved with the appraisal and professional development of teachers, and (c) ways of improving the existing system of performance appraisal and the programs of professional development of English language teachers. (14) To study the observation and suggestions of English language school advisor s in Bahrain on (a) the system of performance appraisal of teachers and the programs for their professional growth; (b) different aspects of the professional development programs for teachers; (c) the professional development needs of English language teachers in Bahrain and (d) the suggestions to improve the existing system of performance appraisal and the programs for professional development of English language teaches in the secondary schools in Bahrain. (15) To study the observations and suggestions of the English language secondary school curriculum specialists in Bahrain on (a) the contents and the frequency of their meeting with teachers / senior teachers; (b) the training teachers / department heads; (c) their reactions / responses to teachers’ complaints; and (d) their suggestions regarding improving the existing system of performance appraisal and the programs for professional development of English language teachers in Bahrain.
The hypotheses of study were: (1) There is no significant difference in the number of government and private secondary schools in Bahrain (a) which have a system of performance appraisal, and (b) which appraise the performance of English language teachers as reported by English language teachers and senior teachers / department heads. (2) There is no significant difference in (a) the sources of appraisal; (b) the frequency of appraisal; and (c) the mode of appraisal of English language teachers in government and private secondary schools in Bahrain. (3) There is no significant difference in (a) the follow-up action taken on the performance appraisal of English language teachers in the government and private secondary schools, and (b) between the perception of ELT and senior teachers / department heads on the follow up action taken on performance appraisal in the secondary schools in Bahrain. (4) There is no significant difference in the attitude towards performance appraisal of English language teacher in the government and private secondary schools, and in the attitude of English language teacher and senior teachers / department heads in the secondary schools in Bahrain. (5) There is no significant difference in the method (a) procedures, and (b) techniques of performance appraisal of English language teachers in the government and private secondary schools in Bahrain. (6) There is no significant difference in the views of English language teachers in government and private schools and in the views of English language teachers and senior teachers / department heads in the secondary schools in Bahrain on the action needed to further improve teacher’s performance. (7) There is no significant difference in the nature and duration of in-service training programs undergone by English language teachers in government and private schools in- service programs undergone by English language teachers and senior teachers / department heads in the secondary school in Bahrain. (8) There is no significant difference in the participants in exchange programs by English language teachers and senior teachers / department heads in the secondary schools in Bahrain. (9) There is no significant difference in the perceptions of English language teachers in the government and private secondary schools in Bahrain in the areas in which they need further training. (10) There is no significant difference in the perceptions of English language teachers / department heads of the areas in which further training is needed by English language teachers in the secondary schools in Bahrain.
It was decided to include entire population of 275 English language teachers and senior teachers / department heads of 41 secondary schools of Bahrain.
For data collection tools used were questionnaires, rating scale and checklist, which were put together in one set each for the English language teachers and senior teachers and the interview schedules for the principals, school admission and curriculum specialists. The tools were prepared by the investigator.
The study used descriptive survey method.
Central tendency and variability (SD) were used for data analysis.
The findings of study were: (1) There was a significant difference in the number of government and private school teachers who reported that their performance is appraised. The percentage of these teachers were higher in government schools than private schools. (2) There was a significant difference in the frequency of appraisal of senior teachers / department heads as reported by school principals for the frequency twice a year. It has been found that the percentage of the private schools principals who reported the involvement of senior teachers / department heads in the appraisal of English teachers twice a year is more than that of the government school principals. (3) As for the techniques used for performance appraisal, it has been found that the classroom observation, followed by written comments and remarks was the main techniques used in government and private schools. There was a significant difference in the two groups of teachers based on the results of students. Further, the percentage of the private schools English teachers was more than the government schools teachers. (4) All the government and private school principals and schools advisers have reported that a written record is always kept of the appraisal process for each individual. (5) A significant difference was found between the two groups of teachers with regard to a number of follow up actions. The percentage of the government English senior teachers was higher than those of private schools teachers. However, it has also been found that there is a significant difference between the two groups of teachers with regard to the following follow-up actions: encouraged to take up further studies by giving sponsorship. It has been found that the percentage of English language teachers / department heads of private schools who reported this follow up actions was higher than that from government schools.(6) It has been found to some extent, the attitude towards the performance appraisal exhibited by the senior teachers / department heads in both the government and private is more favorable than that of the English language teachers of the government and private schools. (7) All senior teachers / department heads from both the groups, from government and private schools, have more or less agreed on the procedural aspects they adopted when they appraised the teachers they were responsible for. (8) With regard to procedure periodically it has been found that the percentage of senior teachers / department heads from private schools who reported to apply this procedure (i.e. every semester review the appraisal records with your teachers) was higher than that in government schools. (9) All the government school principals indicated that the main objective of teacher appraisal was to maintain record of the teachers. (10) It has been found that a substantial number of respondents of the study showed that further actions are needed to improve their teaching performance. (11) The percentage of the private school teachers and senior teachers / department heads who assigned greater role for their school principals in their professional development was greater than that from government run school. (12) The percentage of the English language teachers who reported undergoing professional development programs from government schools is higher than that from private schools. The percentage of English senior teachers / department heads from government schools was higher than that from the private schools on the same. More people were involved in the professional development in government schools English teachers. The scope for the government school teachers and senior teachers / department heads to continue the professional development is relative greater than that of private schools. (13) There was found to be a significant difference between English teachers and senior teachers / department heads with regard to workshops. English teachers reported to have participated in workshops was more than that of senior teachers / department head. (14) None of the English teachers from government schools participated in an exchange program either between schools or between countries. (15) Government teachers are relatively more used to formal training methods such as workshops, and seminars rather than informal methods.
Keyword(s): Performance Appraisal, Professional Development, English Language Teachers, Secondary Schools, Bahrain