Performance appraisal is regarded as an important tool that enhances improvement in staff performance and institutional efficiency and productivity. It has consequently become a routine practice for administrators and authorities of institutions. The study set out to examine teachers’ knowledge on rationales for performance appraisal, their perception of the practice, their attitude towards its implementation and their concerns about it. The descriptive study employed a questionnaire as a data collection tool. The data was analysed descriptively and the results are presented in means and standard deviations. The results showed that the teachers had little knowledge on the objectives for conducting performance appraisal. Again, they held a negative perception about it and also had an unfavourable attitude towards it. The study also unveiled concerns that the participants had about performance appraisal, which need to be addressed to enhance its implementation. Recommendations have been proffered for policy and practice.
The study was an attempt to evaluate the teachers’ Guides (TGs) of the first and second secondary classes in Saudi Arabia. Secondary TEFL teachers’ views were investigated towards these TGs used by the teachers to answer the following questions: (1) What are TEFL secondary teachers’ views about the TGs in terms of the following dimensions? (2) Do the TEFL secondary teachers’ views vary with respect to English teaching experience and qualification? The sample of the study consisted of 160 teachers in the Eastern Region of Saudi Arabia who teach the first and second secondary classes. To achieve the purpose of the study, the researcher developed a questionnaire including 40 questions within eight subscales. The researcher used means, standard deviations and two-way analysis of variance (ANOVA) to describe and analyze the teachers’ views about the questionnaire. The results of the study revealed that the teachers’ views about the TGs were negative, i.e., the TGs were of insignificant help to teachers in the teaching process. In addition the two-way ANOVA did not reveal any statistically significant differences in the teachers’ views due to teaching experience and qualification. The results of the study also indicated that the TGs did not contribute to developing teachers’ awareness of English language teaching theory and principles. The TGs lacked an introduction describing the objectives of the teaching materials. They did not provide linguistic and cultural information and they did not also help teachers through suggestions and procedural guidance to deal with contents of the teaching materials and unpredictable problems affecting the teaching process. In light of the findings of the study, the researcher recommended that the Ministry of Education provide TGs which mainly contribute to developing teachers’ knowledge and understanding of the English language teaching theory and principles. Moreover, the researcher recommended that the Ministry provide TGs including the general objectives of the teaching materials and specification of the objectives for each unit. It is also recommended that TEFL researchers conduct further studies investigating teachers’ views about the TGs in other regions of Saudi Arabia. Moreover, they were recommended to evaluate the TGs of the basic stage and investigate the TEFL teachers’ attitudes towards the effectiveness and usefulness of the TGs.
Attaining Christian Religious Studies Learning Outcomes through Effective Teaching Methods among Secondary School Pupils in South East Geo-Political Zone of Nigeria (Published)
The study geared to investigate attaining Christian Religious studies learning outcomes through effective use of teaching methods among secondary school pupils in South East geo-political zone of Nigeria. A research question guided the study. The study adopted a descriptive survey design. South East geo-political zone was the area of study and comprised all Christian Religious Studies (CRS) teachers in the geographical area with estimated population of 810. The study adopted a multiple sampling techniques in which 500 CRS teachers were selected as the target population. Instrument for data collection was fixed response questionnaire. Mean was the instrument for data analysis Result shows that effective application and appropriate use of method would help greatly in attaining CRS learning outcomes in the lives of secondary school pupils in South East geo-political zone of Nigeria. Based on the finding recommendations were made on attaining CRS desired learning outcomes among pupils in the area that formed the major contribution of the study.
Talent Management – An Emerging Strategy To Create a Higher Performing Workforce (Review Completed - Accepted)
This paper describes the concept of talent management as an important pillar of the organizational growth in a holistic way .In this competitive era when each and every firm focuses on their human resource as a valuable asset in order to achieve organization’s objectives. They want to get the best talent from the environment through various means and then managing that talent with complete effectiveness and efficiency. This helps them in maintaining a competitive advantage over others. With this ideology the concept of talent management came into picture. This term came was coined by McKinsey & Company in their publication titled “War on Talent”. Talent management refers to the anticipation of required human capital for an organization and planning to meet those needs. It is the science using Strategic Human Resource Management to improve business value and also to make it possible for companies to reach their goals. Talent management strategies focus on five primary areas: attracting, selecting, engaging, developing and retaining employees. It is very substantial to say that a talent management strategy needs to be linked to the business strategy. Through this paper we want to reflect that the approach of talent management is more evolved and advanced aspect of strategic management