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Challenging Appraisal Orthodoxies: Teacher Evaluation and Professional Development in the United Arab Emirates

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journal contribution
posted on 2009-09-09, 14:28 authored by Justine Mercer
This paper presents findings from a 4-year study of faculty appraisal at two higher education institutions (HEIs) in the United Arab Emirates (UAE). It finds that neither teachers nor academic managers are opposed to evaluative appraisal, and, contrary to much of the literature, most are happy for evaluative and developmental elements to be combined. It then examines the apparent paradox of continuing professional development in a context where federally-funded HEIs have the money to attract more teachers than they need; the legal right to dismiss any of them for any reason; and a strong belief on the part of managers that these particular students need and deserve only the very best teachers. It concludes that these features of the UAE context present a considerable challenge to the popular notion that people are an institution’s most precious resource and need to be developed at every opportunity.

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Citation

Journal of Personnel Evaluation in Education, 2005, 18 (4), pp. 273-287.

Published in

Journal of Personnel Evaluation in Education

Publisher

Springer Verlag

issn

0920-525X

Copyright date

2005

Available date

2009-09-09

Publisher version

http://link.springer.com/article/10.1007/s11092-007-9024-9

Language

en

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