INTRODUCTION
1.1 Background to the Study
The success of the school system in
achieving its goals and objectives depends on the efficiency and effectiveness
of its teachers. Productivity is typically measured as a ratio of output to
input. Measuring productivity in schools requires a measure of both efficiency
and effectiveness. In educational system, productivity refers to the ratio
between the total educational outputs and the resource inputs utilized in the
production process. To a large extent, most definitions productivity in
education is related to outputs, which are subtest scores on an achievement
rating. Productivity as the actual level of input per unit of output or the
possibility of improving input – output relations by new methods equipment and
techniques. Generally, researcher make use of various criteria to evaluate the
productivity of teachers. These include principals rating, teacher–peer group
rating, ratings by teacher colleagues, Heads of Department rating, self
ratings,students ratings of their teachers and students academic performance.
Recent research consistently finds that
teacher productivity is the most important component of a schools effect on
student learning and that there is considerable heterogeneity in teacher
productivity within and across schools.
However, relatively little is known
about what makes some teachers more productive than others in promoting
students achievement. The first few years of teacher experience improve
productivity.
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