Teacher Evaluation as a Tool for Professional Development in Secondary Schools: Evidence from Zimbabwe
Keywords:
Teacher evaluation; professional development; feedback; mentorship; result-based managementAbstract
Teacher evaluation systems are expected to support professional development, but their developmental potential is often weakened when appraisal outcomes are not translated into learning opportunities. This study examined Zimbabwean secondary school teachers’ perceptions of the Results-Based Management (RBM) appraisal system and its contribution to professional development in the Kwekwe District. A convergent parallel mixed-methods design was used, combining survey data from 292 teachers with interview data from 12 purposively selected teachers, heads of department, and school heads. This design enabled the study to combine the broad patterns in the teachers’ perceptions with qualitative insights into how RBM is experienced, yielding a more detailed understanding of the connection between the appraisal system and professional development. The quantitative findings showed that the teachers recognised RBM’s formal structures, particularly performance standards (58.2%), collaborative target setting (82.5%) and rating discussions (62.7%). However, they perceived the system as having limited influence on professional growth because feedback was often reduced to ratings, monitoring was weak (68.5%), mentoring was inconsistent (54.8%), collaboration time was limited (65.8%), appraisal outcomes were rarely used to plan staff development (57.9%), and there was no support for external manpower development trainings (57.5%). The qualitative findings confirmed these patterns, showing that RBM was experienced more as a compliance and documentation process than a developmental mechanism. The study concludes that RBM’s limited contribution to teacher professional development stems mainly from implementation gaps rather than weakness in policy design. Drawing on goal-setting and formative evaluation theories, the findings showed that evaluation becomes developmental only when clear goals are supported by sustained feedback, monitoring, mentoring and follow-up developmental opportunities. The study contributes to teacher evaluation literature by framing RBM’s weaknesses as a breakdown in the evaluation-development chain. It recommends strengthening the provision of actionable feedback, institutionalising mentorship, linking appraisal outcomes to individualised development plans, and improving school-level support for continuous teacher development.
https://doi.org/10.26803/ijlter.25.8.27
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