3.3. EVALUACIÓN DEL DESEMPEÑO PROFESIONAL DE LOS DOCENTES El objetivo de la evaluación del desempeño docente fundamento del proceso, deja
3.3.1. Implicaciones de la Evaluación del Desempeño Docente
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5.4 Comparative Assessment of the Shifts in Child-Rearing Practices among
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Table 18: Comparative Framing of the Findings among Parents in “Formal versus Informal” Employment
Categories of Findings
Literate Parents in Formal and Informal Employments
Literate/ Illiterate Parents in Formal and Informal Employments
Literate Parents Illiterate Parents Parenting
Patterns
Authoritative Permissive Detached Combination of
Authoritarian/Authoritative
Authoritarian Authoritative Combination of Authoritarian/
Authoritative
Authoritarian Authoritative Combination of Authoritarian/
Authoritative Parental
Participation
Lower/Average degree Higher/Average degree
Higher/Average/ Lower degree
Child-Rearing Values
Lower ratings of Yoruba values, infused with higher degree of Western ideals.
Higher ratings of Yoruba values infused with average degree of Western ideals
Higher ratings of Yoruba values infused with average/lower degree of Western ideals.
Models of Child-
Rearing Practices
Adoption of English language as the medium of communication.
Adoption of English language as the medium of communication.
Adoption of Yoruba, language as the medium of
communication and English Language for children‘s status show off.
Liberal model of enforcing obedience training.
Combination of stringent and liberal models of enforcing obedience training.
Stringent pattern of enforcing obedience training.
Lower ratings of disciplinary checks and employment of higher degree of religious doctrinal teachings for moral training.
Combination of disciplinary checks and religious doctrinal teachings for moral training.
Higher ratings of disciplinary checks and employment of lower degree of religious doctrinal teachings for moral training.
Non-enforcement of Yoruba values of respect training.
Compel Yoruba values of respect training.
Enforcement of Yoruba values of respect training.
Lower/average ratings of children‘s involvement in domestic activities and responsibility training.
Higher ratings of children‘s
involvement in domestic activities and responsibility training.
Higher ratings of children‘s involvement in domestic activities and responsibility training.
Higher emphasis is placed on educational training.
Higher/average emphasis is placed educational training.
Higher/Average emphasis is placed on educational training.
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understands recriminatory glances and paradoxical expressions.
Higher/Average rating of children understands recriminatory glances and paradoxical expressions.
A higher rating of children, understands recriminatory glances and paradoxical expressions.
Regular and habitual attendance in religious institutions.
Regular attendance in religious
institutions
Regular attendance in religious institutions Children habitually dress in
western attires and in traditional attires, occasionally.
Children are dressed on equal footings of western and
traditional attires.
Children are habitually dressed in traditional attires than western attires.
Involvement in indoor and outdoor recreational activities.
Involvement in indoor and outdoor recreational
activities.
Involvement in outdoor, open space neighbourhood and playgroup recreational activities.
Patronage or visit to recreational places.
Disciplinary Measures
Admonishment Admonishment Admonishment
Rebuke Rebuke Rebuke
Restrictions Restrictions Restrictions
Threats of using corporal punishment
Threats and use of corporal punishment
Threats and use of corporal punishment.
Communication. Communication.
Physical punitive measures are
dominantly employed.
Physical punitive measures are predominantly avoided.
Physical punitive measures are dominantly employed.
Methods of enforcing adherence to disciplinary training
Lenient corrective measures. Combination of strict and lenient corrective measures.
Strict corrective measures.
Short time denial of needs or requests.
Denial of basic needs and requests.
Denial of basic needs and requests
Insistence on rightful conducts through communication.
Insistence on rightful conducts at all times through communication and disciplinary
measures.
Insistence and demand of rightful conducts at all times through strict disciplinary measures.
Praise and reward Praise and reward Praise and reward Children‘s self-discipline Children‘s self-
discipline
Children‘s self-discipline
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Restrictions of movement, use of digital technological gadgets and
corporal punishments
Corporal punishments
Children‟s vulnerability to
disciplinary training
Questioning or negotiation of disciplinary decisions.
Refutation to punitive sanctions (in relative degrees).
Devoid of questioning or negotiation of disciplinary decisions.
Refutation to punitive sanctions (in relative degrees).
Devoid of questioning or negotiation of disciplinary decisions.
Refutation to punitive sanctions (in relative degrees).
Accessibility/
usage of mass media and digital technologies
Higher accessibility to mass media and digital
technological gadgets.
Average
accessibility and usage of mass media and digital
technological gadgets.
Average and minimal accessibility and usage of mass media and digital technological gadgets.
Higher usage of digital technological gadgets.
Average usage of digital technological gadgets.
Minimal usage of digital technological gadgets.
Reliance on secondary socialization agents
Bulk of assistance from house helps, child-care, workers, school teachers and religious institution teachers.
Average assistance from child-care workers, school teachers, religious institution teachers, and ‗sibling chain support system.
Bulk of assistance from extended, communal and ‗sibling chain support‘ system.
Minimal assistance from kin group, ‗sibling chain support‘
and foster homes (in rare cases).
Minimal assistance from extended family and
communal system.
Minimal assistance from child care workers, school teachers and religious institution teachers.
Features of Children‟s Character and
Behavioural Formation.
Relative ratings of rudeness. Relative ratings of rudeness.
Relative ratings of rudeness.
Relative ratings of disrespect. Relative ratings of disrespect.
Relative ratings of disrespect.
Relative ratings of immorality.
Relative ratings of immorality.
Relative ratings of immorality.
Higher/Average ratings of over pampering.
Average ratings of pampering.
Lower ratings of pampering.
Hardly sensitive to difficult financial situations.
Highly/Averagely sensitive to difficult financial situations.
Highly sensitive to difficult financial situations.
Relative ratings of inquisitiveness.
Relative ratings of inquisitiveness.
Relative ratings of inquisitiveness.