The Assessment of Secondary School Teachers’ Performance: Perceptions of Teachers and Principals in Lahore, Pakistan

Abstract

In education responsibility and accountability [performance assessment] has an irrefutable relationship that affects the working of both the teachers, principals, and other stakeholders. The traditional context of accountability is external but now there is a need to rethink accountability in a democratic way. The study objective was to compare the teachers' and principals of
secondary schools for the performance assessments. Its objectives were to compare the assessments of heads and teachers about academic qualifications, professional degrees, and performance of teachers. The study was based on a positivist paradigm. It was quantitative by method, and a survey research by design. The sample was secondary school teachers and
principals who were selected conveniently from Lahore, Pakistan. Teachers’
Job Performance Self-rating questionnaire (TJPSQ) was used with a fivepoint rating scale, having Cronbach Alpha Reliability .923.