Developing a behaviourally anchored scale for measuring performance of school teachers

Abstract

Teachers performance in classroom decides the quality of education. In this research a performance measurement scale for schoolteachers was developed. Through an analysis of classroom transactions between students and teachers a behaviourally anchored rating scale with three dimensions of discouraging, knowledgeable, and positive behaviours was developed. Ratings of most effective teachers (METs) and least effective teachers(LETs) (Ns = 150) across these dimensions indicated that the former and latter groups differed more strongly in Dimension 2, i.e. knowledgeable behaviour, than in the other two dimensions. Apparently most effective and least effective teachers are more distinguishable in terms of their knowledge, followed by positive approach, and discouraging behaviour. Policy implications were discussed.