course in miracles to be assessed in terms of their performance in completing their tasks. The assessment is important as it is a mechanism for the principle to gauge the strengths and weaknesses of the organization’s human resources. Some teachers need training to develop their skills competency, knowledge and attitude if the assessment reveals that they are lacking in these aspects.
The assessment is conducted from time to time to ensure that the quality of a teacher’s service is constantly increasing and improving in order to achieve the organization’s goals. Principles will then be more confident of the work done by the teachers. If the assessment is not done seriously, the expected results may not be achieved.
The following are four main reasons why teachers need to be assessed:
(a) The organization need to identify whether teachers are doing their tasks effectively.
(b) The principle need to measure each teacher’s performance and decide whether to give rewards or vice versa. Those with good performance should be rewarded while those who do not do their work or merely do it for the sake of doing it need to be guided, taught or punished.
(c) The principle need to measure the teachers’ potential for promotion. It is through the assessment that the principle could identify the skills and potential of teachers. The principle could receive new and worthy ideas from potential teachers which could benefit the school.
(d) The principle needs to identify the behavior of their teachers in ensuring that the school’s objectives are achieved. The evaluation process requires cooperation and a bond between the principle and teachers. The principle needs to be aware of the behavior of all teachers to ensure that none of them will betray the school, such as revealing school secrets to irresponsible people.
An effective performance assessment has several advantages for a school. These include:
(a) The chance to give feedback on achievement to the principle;
(b) The teacher’s performance is not only influenced by skill, competency and weaknesses. In fact, principles also influence how teachers are managed. Without realizing it, the principle may be an obstacle to the work efficiency of teachers, for example, by giving dual work directives or unclear directives. Performance assessment could enable teachers to discuss this problem;
(c) The chance to identify training needs;
(d) Principles can assess and identify weaknesses of teachers to ensure suitable training is given. If training is ignored, teachers may feel they are not given attention and as a result, the principle’s commitment is questioned.
(e) The chance to renew research on workloads and work features; and
(f) The assessment of teacher’s performance can open discussion on queries such as: Do the task have variety and attract interest? Do the tasks enable teachers to acquire skills while learning something new? Can the teachers take on heavier responsibilities.
