All Assssmelit Of Teachers Peryormabces Iii Currioulum Implbkentati(i (illu.anor Smior Secondary Schools Ii Focus)

vItIIarnMarO./JUlle 1990, a stuq was oarrie4 > t ill III ~a •• rrnSeai r Seeoai~ Sc~o.ls to assess tke pert ~aaees .frnteackers .t tile aca4ea:l.c suD~eot. 1». ourricula illpl ' e.tati ••• ·rnft.. 'itasic q estiollS wlaick tAe s't'aq atteaptet t. uswer were: >rn(1) n. teacAera select, structare aal ~ rcaaise tAe e •• te.t.rn_t tAe su.~eets taq teaell t. faoll1tat'etlle pl_i..... .e:rnDclisi •• • t hstracti.1 (ii) Do all teac1lera eJDl~ gpropriaternaetJa tat tecUiqlles, au. proen.res ia teac1d.ac1 (111) De teacaerarnDow ~ attevt t oTero ' ae t~e u.rtace f te~e~-le~rnaateriala1 (iv) De teacllera WI. c---.1t:r resn.ree. t. tkernM.vaatace -,.f ~:astruct1o.1 ad (T)' Do teaclu~r8 ~r vi ... f.rrnc ••c eras ot tke learaers?-.rnOae alUlirea tllrJ. V tnr tea llera troa a asaple .f teeernseAO Is partieipatH. :lA t1le stu..,.. nrouga tlle use .frnquestieaa1re, o.serYati DS, ani l.tervievs, lata were collect ...rntroa teaeaers. Directors 'and stuae.ts were alao iaterviev~.rnT1te lata collecte .. were anaJ.;rzei usiac peree.taces, averaces,rnmn-8fj,uare tistri8uti.a, aU. iater,retatioJlS ia. re1st1 •• t.rnIi terat1lre ill tae fiell ot eurric1ll1lll u4 instruoti... hrnparticular, II J OOsOD. • a 'Ilodel of ovriculua tAeor.r- was taken asrn.. ,. a tr8lle .t r~ erence;' . ~. . , - . -rnMaJor tilldiDCa of t e stuq were (i) Teacaers ... 0 ....rn(select •• , structured, and reorcaaizei) tAe co.teats .t tAernsultjects tA.,. teacll to tacili tate tAe plan.iU.q &:AI execusi.1l otrninstructio., (ii) Too m~ teacaers vere uaconceraei a.out tAernsllort~e ot bstructional materials ia th.e su'itjeota tll.~ teacll,rn(iii) TeacAers tende4 to 4elloutrate a less trequellt use otrnappropriate procedures ani tecluri.ques in teaclliDC 04 ..rnsigDificaat eifference was o.servei aetwee. all teacaers iA t1l.isrnregari, (1 v) Iew teacaers used tlle coaamd t.r tor IlUca t taeirrnteac1liac, aai (v) Teac1I.ers assistea tae lear,aers o~ tllrougarn1nforll8J. uvic~ and ellcourageaeats.rn0. tae .asis of the firuJi DeS it was reco_eDd_ torn(i) Orgaaize workskops ani semi.ara ter teacaers to 1I.elprntaea aaster tae metko4s and teca.iques ot teaclli~, (ii) Aavisernteacaers to prociuce their own teac1li~ aiels, (iii) Encouragernteacllers to llSe collJlUlli ty resoruces, ~i v) Moaili ze tAe scaoolrnaa t1l.e surrounding coaaunity ter tAe upkeepi., uj, .ailltenaacernot tlle se.ool, and (v) Make eo.tinous follow ups .r teacll.ers

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