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Rethinking teacher evaluation in the third world: The case of Kenya

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dc.contributor.author Zachariah O Wanzare
dc.date.accessioned 2020-08-31T11:59:56Z
dc.date.available 2020-08-31T11:59:56Z
dc.date.issued 2002-04
dc.identifier.citation 67 en_US
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/2618
dc.description The article can be accessed in full text via URL;https://journals.sagepub.com/doi/abs/10.1177/02611X02030002511 en_US
dc.description.abstract In a Third World country such as Kenya, the need to provide quality education has been emphasized by several writers. A major factor associated with education quality relates to teacher quality. The quality of teachers is important in three main ways: it is key to the development of the principal attitudes towards learning and self-image of the learners; it determines the foundation on which subsequent learning will be built; and it is central to the improvement of the quality of schooling. In this article, the writer considers the evaluation of teachers’ performance. It has the following three main objectives: (a) to review the meaning, functions and processes of evaluation; (b) to examine current practices in Kenya, for evaluation of novice and veteran teachers; and (c) to present an alternative framework for the improvement of Kenya’s teacher evaluation system. en_US
dc.publisher Sage Publications en_US
dc.title Rethinking teacher evaluation in the third world: The case of Kenya en_US
dc.type Article en_US


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