Abstract

• The purpose of this study was to explore the performance effectiveness of the high school biology teachers in Sagaing Township. Twenty-seven biology teachers from twenty-five basic education high schools participated. A sample of (402) Grade Ten students and (106) Grade Eleven students was randomly selected. Teacher self-assessment form was used to examine the biology teachers’ performance in such areas as demonstrating an understanding of biology content knowledge, planning, instructional delivery, assessment of student learning and their professional development activities. By using a questionnaire, students’ perception on their teachers’ performance was found out. Teachers’ self-assessment results showed that the teachers have much biological content knowledge. However, their performance in instructional planning and instructional delivery; in assessing student learning and giving feedback for student progress were partially effective and they realized that their performance needs to be improved. Especially, they could not create learning activities and use instructional technology effectively and they did not have sufficient professional development activities rather they had just discussion with their colleagues. According to the students’ responses, there was no laboratory in nearly half of the high schools. Therefore, half of the high school students might not have the opportunity to get science practical experiences. Although there were weaknesses mentioned above, the teachers’ strengths were also found in such a way that high school biology teachers used textbook effectively; they explained biology concepts in relation to the students’ real life situation. Most of the students claimed that their teachers never do only reading the textbook. In conclusion, this study explored the current situation of the high school biology teachers’ performance and these results might be helpful in implementing the future teacher professional development programs.