Full Length Research Paper
A critical analysis of the
mechanisms and procedures that facilitate effective teacher
appraisal in Botswana schools
Pedzani Perci Monyatsi
Department of Primary Education, P/Bag 00702, Faculty of
Education, University of Botswana, Gaborone. E-mail:
email@example.com. Tel: 267+3552256.
29 March, 2009
article critically analyses the mechanisms and
procedures that facilitate the effectiveness of the
current teacher appraisal system in Botswana secondary
schools. Teachers in schools, in this case in Botswana
secondary schools have to undergo appraisal every year
for both accountability and developmental purposes. In
this article, the author critically analyzes the extent
to which the mechanisms and procedures are in place and
adequate to facilitate the effectiveness of the current
teacher appraisal in Botswana secondary schools. The
article is based on an empirical study that was carried
out in a sample of 607
secondary school teachers in two clusters of
seventeen schools in the southern region of Botswana.
The research design is a multi-methods approach of a
survey questionnaire and a semi-structured interview.
The results illustrate that
there is a need for training, feedback and transparency
if the appraisal process is to be effective.
Teacher appraisal, Botswana,
mechanisms, procedures, National Commission on
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