{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11660"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11660","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An investigation of the various relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators","abstract":"This study explores the relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators. Owing to the extended role of principals as agents of change in the implementation of school reform programmes, the research looks at the extent to which there is congruence between principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal for educators. The investigation departs from the hypothesis that negative perceptions and concerns lead to negative dispositions, which threaten to undermine the implementation process.","abstract_html":"This study explores the relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators. Owing to the extended role of principals as agents of change in the implementation of school reform programmes, the research looks at the extent to which there is congruence between principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal for educators. 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Owing to the extended role of principals as agents of change in the implementation of school reform programmes, the research looks at the extent to which there is congruence between principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal for educators. The investigation departs from the hypothesis that negative perceptions and concerns lead to negative dispositions, which threaten to undermine the implementation process."]},{"key":"dc:title","label":"Title","values":["An investigation of the various relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators"]}]}],"canonical_facts":{"dc:contributor.advisor":["Ashley, MJ"],"dc:creator":["Nkonki, Vuyisile Jonga"],"dc:date.accessioned":["2015-01-06T19:02:18Z"],"dc:date.available":["2015-01-06T19:02:18Z"],"dc:date.issued":["2002"],"dc:description":["Bibliography: leaves 92-97."],"dc:description.abstract":["This study explores the relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators. Owing to the extended role of principals as agents of change in the implementation of school reform programmes, the research looks at the extent to which there is congruence between principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal for educators. The investigation departs from the hypothesis that negative perceptions and concerns lead to negative dispositions, which threaten to undermine the implementation process."],"dc:identifier.uri":["http://hdl.handle.net/11427/11660"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["An investigation of the various relationships among principals' and teachers' perceptions, concerns and dispositions towards the developmental appraisal programme for educators"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:22:37Z"}