EDUCATORS' EXPERIENCES OF AN APPRAISAL SYSTEM IN AN INDEPENDENT SCHOOL IN KWA-ZULU NATAL By Penelope Trytsman

This mini-dissertation reports on a case study of teachers' perceptions of the performance appraisal system used at an independent school in the greater Durban area in Kwa-Zulu Natal. As the system was implemented at a time when appraisal was only mandatory in government schools and not in independent schools, the process was met with apprehension. Further, educators had been introduced to the concept of appraisal at a time when there was an air of mistrust and discontent as a result of a newly implemented salary scheme which had negatively affected some staff members. Staff members felt that the system of appraisal had been hastily introduced with 0 ut sufficient preparation and planning, thus leaving educators unclear regarding policy and procedure. A case study design was used and questionnaires and a focus group session allowed the 18 members of the academic or teaching staff, who were interviewed regarding their perceptions and experiences of the system during the period March 2002 to April 2003, to voice their opinions. This study brought to the fore the differing understandings and opinions of educators regarding the aims and processes of appraisal and highlighted the need for management to heed Middlewood( 1997: 178) who suggests that in order to be effective, prior preparation and structural development is necessary. This involves setting the climate, establishing appropriate procedures and linking appraisal plans with staff and school development plans, as well as monitoring and evaluating the appraisal process.