Moving from teacher accountability to teacher development: Lessons from teacher appraisal.

Abstract

The search for quality performance of teachers has of late become an issue for management in educational institutions. Teacher performance appraisal has been identified as an effective instrument for promoting teacher performance quality)'. This article looks at the teacher appraisal scheme of Britain and argues for its introduction in the Ghanaian school system. It argues that the strategy for assessing and supervising teacher performance in Ghana is inadequate. /r does not promote professional development among researchers. It rather instills unnecessary fear in them and eventual/y suppresses the spirit of iniriariveness needed for the advancement! Of their; Professional practice.