ISSN 2309-0081 Shakir & Adeeb (2014) 532 I www.irss.academyirmbr.com December 2014 International Review of Social Sciences Vol. 2 Issue.12 R S S Performance Appraisal: An Evaluation of Teachers’ Competencies Based on National Professional Standards in Pakistan MUHAMMAD SHAKIR Lecturer, Department of Educational Training, The Islamia University of Bahawalpur Email: shakir.iub@gmail.com Tel: +923007496365 MUHAMMAD ASLAM ADEEB Ex-Dean, Faculty of Education The Islamia University of Bahawalpur Email: aslamadib@yahoo.com Tel: +923336385355 Abstract The main focus of the study was to develop the teacher evaluation mechanism for school teachers in Pakistan. The key objectives of the study were (a) to assess the secondary school teachers’ competencies based on national professional standards in Pakistan and (b) to categorize the secondary school teachers’ competency based on the five levels defined in the rubrics. The population of the study consisted of the secondary school teachers of government sector. To conduct the observational survey, a sample of 453 participants (teachers) from three clusters was selected to observe the performance of the teachers in the field. An observation sheet was developed to measure the teachers’ competencies at secondary level. Overall results by using formulas of percentage, chi-Square and simple mean identified that most of the teachers 33.2% were found at developing teacher level, 29.2% teachers were at proficient teachers, 26.0% teachers were at emerging teachers. However, 13.3% teachers were found as accomplished teachers while 6.4% secondary school teachers were found at not demonstrated teacher level. Based on findings of the study a number of recommendations have been presented to enhance the knowledge, understanding and skills of teachers. Key Word: Performance Appraisal, Teacher Competencies, National Professional Standards, Assessment. Introduction In almost all aspects of life significant structural changes are taking place that have direct effect of socio- cultural fabric of society. In almost all aspects of life significant structural changes are taking place that have direct effect of socio-cultural fabric of society. At the same time education is considered only a tool for understanding such changes. It is the responsibility of the educators that they should develop such curriculum that may help students to connect with the world and understand the changes and issues that our world is currently facing. Being the foundation of human cognitive development, schools in 21 st century have become nerve centers, a place for teachers and students to connect with those around them and their community. Teachers in this new environment perform less as instructors and more as orchestrators of information, giving children the ability to turn knowledge into wisdom. In order to educate in the 21 st century, teachers are desired to cultivate and maintain the student‟s interest in the material by showing how to apply this knowledge in the real world. Their role appears to try to increase their students‟ curiosity,