Conflux Journal of Education ISSN 2320-9305 Volume 1, Issue 1, June 2013 1

Conflux Journal of Education pISSN 2320-9305 eISSN 2347-5706

Volume 1, Issue 6, November 2013 Retrieved from: http://www.cjoe.naspublishers.com

A STUDY OF STUDENT TEACHERS’ PERCEPTION ABOUT

PERFORMANCE APPRAISAL
Ms. Geeta R Thakur1
Students are the biggest stakeholder in teaching effectiveness. They are better experts on how teaching
is experienced as they are intended beneficiaries. The notion of asking students to provide feedback on the
quality of the teaching that they encounter during their academic career has been with us for almost a century.
Student rating of instruction was introduced into North American universities in the mid-1920s (d’Apollonia &
Abrami, 1997). Recently many policymakers and practitioners come to recognize that students can be an
important source of information on the quality of teaching and the learning environment in individual classroom.
Student teacher would be a better source to know about the criteria of teachers; effectiveness as they play dual
role while completing their pre-service training. They are students of colleges of education as well as teacher
while doing their practice teaching in various schools. They can give better perspective to the criteria of
teachers’ performance appraisal. This study aim at finding out criteria of teachers’ performance appraisal
generated through student teachers’ judgement and perception.
REVIEW OF RELATED LITERATURE
Marsh and Roche (1993) examined students’ evaluations of teaching effectiveness as a means of
enhancing university teaching. Ryan and Harrison (1995) investigated how students weight various teaching
components in arriving at their overall evaluation of teaching effectiveness. Ralph (2003) conducted a study on
teaching effectiveness using how well students learn as the criterion. He identified five attributes of effective
instructors: commitment to learners; knowledge of material; organization and management of the environment;
desire to improve; and collaboration with others. Ralph concluded that exemplary university teaching is
discernable and the quality of components that define it can be assessed. Clark (1995) identified cognitive and
affective goals of effective teaching at the university level. These included four cognitive components:
knowledge, organization of instruction, clarity of expression, and quality of presentation. In addition, there were
four affective components: student interest; student participation and openness to ideas; interpersonal relations;
and communication and fairness. Students are asked to identify how each course/instructor ranks in each of these
qualities. Devlin (2002) examined the strengths and weakness of a survey used at the University of Melbourne to
identify students’ perceptions of their learning environment.
OBECTIVES OF THE STUDY
1. To teach the concept of performance appraisal of teachers.
2. To generate criteria of performance appraisal of teachers based on student teachers’ perception.
3. To study the criteria given by student teachers.
4. To compare the criteria given by student teachers on the basis of their experience and age.
OPERATIONAL DEFINITIONS OF KEY TERMS
Performance appraisal: Performance appraisal is a process through which teacher’s behaviour and
accomplishments for a fixed time period are measured and evaluated.
Student teachers: Student teachers are the teacher trainee of pre-service training (i.e. B.Ed.)
METHODOLOGY
Qualitative content analysis was done to analyze the responses of student teachers regarding their
perceptions about the qualities of teachers.

1
Assistant Professor, Pillai College of Education and Research, New panvel
Conflux Journal of Education pISSN 2320-9305 eISSN 2347-5706
Volume 1, Issue 6, November 2013 Retrieved from: http://www.cjoe.naspublishers.com
Sample of the Study: 60 student teachers were selected by using convenient sampling.
Age No of students Percentage

20 – 25 yrs 21 35%

25 – 30 yrs 20 33%

30 – 35 yrs 4 7%

35 and above 15 25%

No of students Percentage

With experience 14 23%

Without experience 46 77%

Student teachers were taught concept of performance appraisal, need of performance appraisal and
importance of performance appraisal. They were asked to make list of criteria which they consider impoertant
for the performance appraisal of teachers. Student teachers prepared individual list of 10 criteria.
ANALYSIS AND INTERPRETATION OF DATA
Motivation, Interaction with students, Impartiality, relation with sartudents, Self improvement-accept
correction, self motivated, Cotent knowledge, Understanding nature, sociability adaptable, behavior, Positive
attitude, Teaching style, Interpersonal relationsm communication, Time management, Innnovativions, Teaching
skills, Methods of teaching, Punctuality, Personality, Cooperation, Hardworking, Administrative work,
Confidence, Creation of interest, Discipline, Nature are the criteria given by student teachers.
Knowledge: This is the highest rated criteria which are preferred by student teachers. 63.65% Student teachers
expect the teachers to have strong content knowledge. It shows that student teachers consider content knowledge
as the most important aspect of teachers’ efficiency.
Along with content knowledge 58.90 % student teachers expect teachers should have pedagogical knowledge.
Student teacher expects teacher should use different methods, technique. They should know how to explain
appropriately.
Motivation: This is second highest preffered criteria by the student teachers. 56.45 % Student teachers feel that
teachers should motivate students to learn to study.
Interaction with students: 52% of the student teachers consider interaction with students make a successful
teacher. So they consider this criterion as one of the important one to appraise teachers.
Create interest: 43.68% student teacher consider creating interest in the class as one of the important criteria of
teachers’ appraisal. They know the importance of lively class, interesting class in the teaching learning process.
Personality: 41.2 % student teachers think personality should be given importance while evaluating teachers.
Student teachers consider that teachers should be discipline. But they should balance discipline.
24.53% student teacher feel teacher should be able to control class.
Student teacher feels it is important for the teacher to understand student, their problem. She should
treat them properly. Impartiality is one of the important criteria student teacher has given.
Conflux Journal of Education pISSN 2320-9305 eISSN 2347-5706
Volume 1, Issue 6, November 2013 Retrieved from: http://www.cjoe.naspublishers.com
Communication: Another important criterion is communication. 41.97 % student teachers feel communication
should be one of the criteria of teachers’ appraisal.
29.75% student teachers feel teachers should have positive attitude about the students, teachers and of course
teaching profession
Innovations: 36.90% student teachers are of opinion that teacher should be innovative she should use new
methods of teaching.
Discussion
Content knowledge, pedagogical knowledge of teachers, motivation by teachers are given highest preference by
the student teachers.
Creation of interest among students, interaction with students, personality, punctuality, communication were also
considered important criteria for the performance appraisal of the teachers.
Innovations, discipline, positive attitude of teachers are given weightage to some extent by the student teachers
as criteria for performance appraisal of the teachers.
REFERENCES
Cappon, P. (2006, February). CCL calls for clear, measurable goals in post-secondary education. Canadian
Council on Learning. Retrieved April 23, 2009, from http://search.ccl-
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and paper surveys: Does mode matter? Research in Higher Education, 44(1), 1–19.
Clark, J. (1995). Suggestions for Effective University Teaching. Retrieved on April 24, 2007 from
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d’Apollonia, S., & Abrami, P.C. (1997). Navigating student ratings of instruction. American Psychologist,
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Devlin, M. (2002). An improved questionnaire for gathering student perceptions of teaching and learning.
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