Teacher performance evaluation techniques in public and private secondary schools in south east Nigeria

Abstract

Teacher performance assessment is critical to rational training and development. This study therefore examined the techniques adopted and the frequency of their utilization among public and private secondary schools in South East Nigeria. The design was descriptive. The population was 2,214 schools with 27,986 principals and teachers. 108 schools were sampled with 877 principals and teachers as respondents. Stratified random sampling technique was adopted, each state served as a stratum. The instrument for data collection was questionnaire. Percentage, mean and standard deviation were used to answer the research questions, while t-test was used for the hypothesis. The study revealed that all the seven techniques examined are all utilized by both schools, but the frequency is significantly more in private schools. The government in collaboration with the Teachers Registration Council of Nigeria (TRCN) should provide a legal framework that will ensure that teachers are regularly assessed. The personnel to carry out the exercise should be professionally trained.

Keywords: Teacher performance, evaluation techniques, quality secondary education