Noble International Journal of Social Sciences Research


Online ISSN: 2519-9722 | Print ISSN: 2522-6789

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    Volume 6 Number 6 December 2021

Teacher Evaluation Processes that Lead to Professional Growth: The Role of the Principal as Perceived by Administrators and Teachers

Pages: 106-116
Authors: Chakerian Taline*, Dr. Samra Sami
Abstract
This article aims at inspecting the perceptions of administrators and teachers regarding the role of the administrator in improving the teacher’s professional growth provided by the Armenian High schools in Beirut; Lebanon. It is also conducted to study, on one hand, the principals’ role in the teacher evaluation process, while on the other hand, to determine whether they are capable of improving teacher’s professional growth. Both quantitative and qualitative data were gathered from seven Armenian High schools in Lebanon. Quantitative data was gathered through Teacher Evaluation Profile (TEP), where N=10 administrators and N=50 teachers participated in the filling out the questionnaire; Qualitative data was gathered through interview questions, where N=7 administrators and N=14 teachers participated in the interviews. The results of the research conveys the role of the administrators in teacher evaluation process, in addition, it might help them plan evaluation process that helps the teacher’s professional growth.

Hausa Proverbs as a Dynamic Mode of Discourse between Tradition and Modernity

Pages: 99-105
Authors: Aboubakar Nana Aichatou
Abstract
Proverbs are very common and employed in African societies, especially in Hausa. They arise in the midst of conversation. They are used for many purposes, in numerous circumstances and ways that, in many African societies, effective speech and social success depend on a good command of proverbs Usman et al. (2013). As such they held a very important place in traditional societies; dynamic mode of discourse, proverbs is also used as a major vehicle of transmission from generation to generation as people could not read and write. But, learning colonial languages (French, English, Portuguese) imposes to new generation the acquisition of new communicative competence. Consequently, new generation has no good command of their native language let alone proverbs whereas modern society is characterized by quick communication which gives no more room to proverbs. There have been many studies on topics related to the use, role, form, characteristic and functions of Hausa proverbs. To the best knowledge of the researcher no study was conducted regarding Hausa proverbs in traditional vis-à-vis modern society. That is what the paper tries to investigate in an attempt of filling up the gap. Participants were chosen through random sampling method while unstructured interview and surreptitious observation were used to collect data. Both qualitative and quantitative methods were used to analyse data. Analysis reveals that Hausa new generation is no more competent in their language in that they code switch, code mix or even borrow when communicating let alone use of proverbs. Still in use in traditional societies, proverbs are drastically threatened to falling in disuse in modern societies.

Teacher Transfers and Teachers’ Performance: Experience from Uganda Primary Schools

Pages: 86-98
Authors: Stephen Richard Ibwongo*, Robert Agwot Komakech
Abstract
Achievement of excellent academic performance depends largely on the quality of the teachers deployed in the school. The main objective of this study was to examine the relationship between teacher transfer and teachers’ performance in Uganda. The study used exploratory and descriptive designs where both qualitative and quantitative approaches were applied. Quantitative data was analyzed using Statistical Package for Social Scientists (SPSS) Ver. 20 which helped to obtain descriptive statistics that were used in interpreting the data while correlation and regression analyses were used for testing and predicting the study hypotheses. Qualitative data was analyzed using content analysis where data was divided into themes, sub-themes and categories which helped to sort data according to its relevance to each piece of data that was obtained in the findings. Questionnaires and interview guide were used to collect data from a sample of 140 respondents of which 111 returned their completed usable filled questionnaires giving a response rate of 79.3%. The findings revealed that all the dimensions of teacher transfers (voluntary and involuntary transfers) were positively and significantly associated with teachers’ performance in Uganda. The major reasons for voluntary transfer were lack of accommodation, distance from families, promotion and illness while involuntary transfers were due to poor performance of teachers, misconduct, conflict with management and drunkenness. The study concludes that voluntary transfer factors are stronger than involuntary factors in accounting for a variation in teachers’ performance in Uganda primary schools. The study recommends that the district leadership should map or grade all schools in the district in terms of low, average and high performing schools as well as bring indiscipline teachers to book instead of transferring and establish adhoc transfer committees.

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