Abstract:

This thesis investigates the relationship between training and performance evaluation for secondary school teachers in Region 6/Guyana. Effective teacher training and robust performance evaluation mechanisms are critical to improving educational quality and student outcomes. This study examines how teacher training programs align with the criteria used in performance evaluations, as well as how that alignment affects teachers’ performance. This study investigates the perceived usefulness and fairness of performance evaluation procedures, the perceived efficacy of current training initiatives, and the correlation between participation in particular training programs and subsequent performance evaluation scores using a mixed-methods approach that includes surveys and interviews with secondary school teachers and administrators. Additionally, the study explores the challenges and possibilities of developing a comprehensive, integrated system of teacher development and assessment within the Guyana context. The findings will offer some insights into the strengths and limitations of current approaches, along with recommendations for strengthening their alignment as a means of supporting teacher growth and, consequently, student learning outcomes in Guyanese secondary schools.

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