Appraiser - Appraisee Perception of Teacher Performance Apprai sal in Senior Secondary Schools of Addis Ababa

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Addis Ababa University


This exp l oratory study was designed to identify the major prob l ems of the curren t system of TPA operating in senior secondary schools of Addis Ababa ; and hence, to discover if relationships existed between appra i sers and appraisees in perceiving the problems thus identified . To this end , a nswers to basic questions pertaining to the purposes and criteria of TPA, skill and competence of appra i sers, t iming and frequency of appraisal, and process and procedures involved in appraisa l were sought. Following a review of the literature related to the problem under study , a survey questionnaire was deve l oped , field-tested and modified , and distribu t ed to a samp le of 154 appraisers and 356 appraisees drawn from 13 senio r secondary schools of Addis Ababa . Of the respective tota l sample size of the two study gr oups , 144 93.51 pe r cent) apprais ers and 324 ~1.01 per cent) apprais ees filled in and returned the ques tionna ir e . The findings of the study showed th at the two study groups perceived the pr imary purpose of a system of TPA to be formative rather than summa tive . On the contrary , summative purposes were report ed to be the ix primary concern of the current system of TPA; and the effectiveness of the system in achieving its purposes was rated a little more than average. Moreover, the validity , reliability , and utility l evels of the performance criteria under use were rated far below the maximum high; and the level of satisfaction of appraisers and appraisees with the criteria was a little more than average. Respon ses from the majority of the appraisers and appraisees revealed that no pre- appraisal meetings and post-appraisal conferences were held in senior secondary schools under study . eRO , on the other hand , was reported to be widely practised in most of these schools; but, on average, once in a semester and not for more than 40 minutes. Appraising the performance of teachers was , by and l arge , the responsibility of assistant principals and department heads . However , as perceived by most of the two study groups, teachers would prefer department heads to be designated appraisers of teachers ' performance . Moreover , most of the appraisees had no trust and confidence in their appraisers ' skill and competence in appraisal. It was confirmed by almost al l appraisers and appraisees that performance ratings of most senior secondary school teachers were above 3.00 points. However , reports revealed that while high performance ratings proved ineffective to stimulate teachers to improve performance , low ratings obsessed teachers and they often antagonized their appraisers and negatively affected their job. In general, the level of satisfaction of appraisers and appraisees with the system of TPA currently operating in senior secondary schools was below average . Nevertheless , a l most al l appraisers and appraisees perceived the potential value of the system ; but for it to functio n effectively, they recommended necessary revisions in the d es ign and operation of the system in which teachers would have meaningful participation .



Teacher Performance Apprai sal