Quality of Teachers’ Performance Evaluation in Public and Private Secondary Schools of Karachi, Pakista

Abstract

This descriptive study explored the quality of teachers’ performance evaluation process used in schools of Karachi city. The sample of this study included 50 principals and 250 teachers from public and private schools. Using structured, closed-ended questionnaire, data were analyzed by descriptive statistics and Independent t test. The results of the study indicate that both private and public secondary schools in Karachi have a proper system of teachers’ performance evaluation but a
significant difference exists in terms of quality. Unlike private schools, the performance of teachers in public schools is not monitored regularly, the results of performance evaluation do not accurately reflect a teacher’s ability, and the rating system used to evaluate teachers is not useful for the growth of teachers and principals. The results concluded that both public and private secondary schools in Karachi have a trustworthy system of teachers’ performance evaluation. The study also revealed that
the quality of teachers’ performance evaluation in private secondary schools is better than public secondary schools in Karachi. The private schools have a formative system of teachers’ performance evaluation that is reflected through regular informal visits by their principal to check the performance of teachers. In contrast the public schools have a summative evaluation system to check the performance of teachers which was reflected through lack of regular visits by principal to check the performance of teachers.