Proposals to improve the implementation of the developmental appraisal system (DAS) in schools in the Northern Province schools

D.Ed.The focus of this research is on the proposals to improve the implementation of developmental appraisal in schools in the Northern Province (Limpopo). The research is aimed at probing the essence of developmental appraisal in schools, establishing the opinions and problems related to developmental appraisal in schools, establishing effective ways in which the school development team (SDT) can function for the support and development of educators and to make recommendations on the basis of the findings about the role developmental appraisal can play in restoring the culture of teaching and learning if well implemented. The central problem here is: How can developmental appraisal be implemented to satisfy both the appraisers and the appraises' expectations and lead to school improvement? The research starts with the background and orientation of the study giving the rationale of conducting this research. A focused literature study is then conducted, probing the essence of developmental appraisal in schools. The research strategy and the research methods follow a focused literature study. This was done against the background of a qualitative research using qualitative focus group interviews. Seven focus group interviews were held and tape-recorded with educators in the Northern Province (Limpopo). Transcriptions of tape-recorded interviews are included in this research as Appendices. The data of the report are then presented for further analysis. In analysing data, Miles and Huberman's approach was used, that is, data reduction, data display and conclusion drawings and verification. The research report is concluded with the findings and interpretation of data. Recommendations and topics for further research on the implementation of developmental appraisal in schools in the Northern Province (Limpopo) are finally given