| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. Education Bibliography: leaves 114-119. The Government of Newfoundland and Labrador is in the process of implementing massive reforms to the education system of this province. This drive for reform has been in light of our current social and economic conditions. Presently, our system of education is viewed as a major contributing factor to our inadequate performance in the global market. The government of this province believes that the only way to bridge the gap that currently exists on performance indicators provincially, nationally and internationally is to overcome the barriers that exist in educational development, and ensure that the best system of education is provided. It is the aim of the Newfoundland and Labrador Government to put an accountability system in place to take corrective action if performance is inadequate. It has been suggested within the educational community that the solution may lie in a continuous appraisal system for all educational personnel. -- The aim of the study was to investigate the attitudes and perceptions of educational personnel towards evaluation policies and procedures. The study was conducted in a rural area of Newfoundland and Labrador that resembles most urban centres in terms of student and teacher population. The qualitative paradigm was employed as the research methodology. Semi-structured interviews and focus groups were used to gather data from the educational personnel. -- All teachers, regardless of their employment status in the education system in this study, favored the establishment of an ongoing performance appraisal system for all educational personnel. This was found despite the prevailing belief that educational personnel do not want any form of performance appraisal. Teachers realize the importance and need to be held accountable for their teaching, and welcome any process that could further enhance their professional development, thus increasing their accountability. As a result, the teachers in this study see a dire need for an evaluation process beyond the traditional probationary and replacement time frames. Many problems were cited concerning the way evaluation policies and procedures are currently implemented in this province. The main issue conveyed involved the lack of stakeholder input into the formulation and implementation of existing policies. Consequently, this problem was viewed as the main barrier in the formulation of an evaluation policy. -- Respondents communicated that evaluation should be a continuous process that emphasizes the formative, rather than the summative aspects of evaluation. Respondents continuously reiterated the fact that our society is constantly evolving and changing. As a result, there is an increased need for the continuous evaluation of programs, teaching styles and teachers, to ensure that the students of this province are receiving the best education possible, so as to be competitive in the ever expanding and changing global market.
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