Human Resource Assessment Models for Secondary School Teachers: Implications for Educational Planning

Patrick Enaigbe, Barnabas Erpetua Aigbodesi

Abstract


Teacher assessment plays a pivotal role in ensuring professional accountability, enhancing instructional quality, and guiding career progression within Nigeria's education system. This paper explores the various models and instruments used to evaluate teachers, particularly in the context of public and private secondary schools. Traditional tools such as the Time Book, Student Academic Performance Records, and the Annual Performance Appraisal (APA) Form remain widely used for administrative and promotion-related purposes. These are increasingly complemented by more standardized and developmental frameworks, including the Teachers Registration Council of Nigeria (TRCN) Professional Standards, classroom observations, and continuous professional development (CPD) tracking. In rural areas, School-Based Management Committees (SBMCs) contribute community-level feedback, while innovative institutions have begun to adopt 360-degree feedback models for holistic evaluation. The paper posits that Nigeria's teacher appraisal system is transitioning from a compliance-driven model to a more   reflective and performance-oriented approach. However, disparities in implementation, particularly in under-resourced settings, pose challenges to uniform application. The study concludes that integrating formal assessment tools with participatory and professional development models can promote a more balanced, fair, and impactful teacher evaluation system. subjections include scaling up CPD access, training SBMCs for constructive feedback, and institutionalizing 360-degree feedback practices across the education sector, among others. 


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References


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