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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13073
Title: Instructors' Perception Of Performance Appraisal In Government Teacher Training Colleges Of Amhara Region
???metadata.dc.contributor.*???: Melaku Yimam, (Ato )
Habtamu, Gezahegn
Keywords: current TP/I system in governmen
Issue Date: Jun-2005
Publisher: Addis Ababa University
Abstract: The main purpose of this study was to examine teachers' perception of and attitude towards the current TP/I system in government T'1`C.\' o/'/lmliara regiott, um/_/ort|fttt'tlpo.\^sil2le .x'ttgge.s'tion.s`/oi' the inzprovement ofthe current TP/1 system in those colleges. The areas of concern believed to be relevant to examine the perception of teachers' towards the current result-oriented TPA system were: the purposes of TPA, teachers' performance appraisal criteria, teachers' participation in the _/ortnulation of TP/1 criteria, performance appraisal feedback, competence and objectivity ofthe appraisers and the process of the current TPA. To this end, a descriptive survey research method was employed. All the three government teacher training colleges of Amhara region were included in the study; namely: Gondar teacher training college, Desse teacher training college, and Debrebirhan teacher training college. The subjects of this study were 153 teachers, 18 department heads, and 3 deans. Questionnaire, interview, and relevant documents were used for the purpose of collecting data. Among the/indings, the major ones include; 0 Teachers did not participated in the formulation ofthe current TPA criteria. 0 Those who were engaged in uppraising teachers (deans, deparlntent heads, and students) had no adequate training regarding '1`1”/1. 0 The process of the result orienled TPA involves establishmenl objectives, development of action plans, evaluation of performance and provision of feedback,' which is the joint activity of the appraiser and the appraiser. However, this process was not properly followed by the eolleges and teachers' were forced to prepare action plans fiom the objectives already established by the upper body (REB). 0 The performance appraisal feedback system was perceived to be characterized by criticism, lack of rewards, and delay in givingfeedback to teachers. 0 There were no adequate pre and post appraisal discussions between teachers and appraisers. The following are some of the recommendations; 0 The REB need to leave the criteria open to leachersjor discussion before implernenting ` them or let the teachers and the other college members/orntulate these criteria and get approval of the REB. 0 The college deans, in collaboration with the RIJB, neea' to arrange training programs for appraisers. In addition, the REB zt.x'.\'1`gn graduates o/'EDPIVI or at least those who have knowledge of TPA to run the institutions. I The colleges need to arrange programs in which belter petforming teachers are rewarded and experiences are shared among the teachers. The feedback system also need to focus on praising and encouraging teachers. Further, teachers should be given their performance fizedbacks on time so that they cart appeal against them in case they have complaínts. '
URI: http://hdl.handle.net/123456789/13073
Appears in Collections:Thesis - Educational Research & Development

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