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Background: Most empirical investigations in survey research have been conducted using self-reported or self-evaluated item responses. Such measures are common because they are relatively easy to obtain and are often the only feasible way to assess constructs of interest. In order to improve on the validity of self-reports it has become a common practice to disguise the identities of respondents or to assure them of the confidentiality of their responses.

Purpose: The purpose of this study is to investigate the effect of anonymity on teachers' perceptions of their own teaching skills (i.e. curriculum, pedagogical and assessment skills). Their reporting officers' perceptions of the teachers' teaching skills were used as the reference criterion against which anonymous and identified teachers' perceptions were compared.

Sample: A total of 171 teachers and 39 reporting officers from …