An Assessment of Teachers' Attitude Towards the Performance Appraisal System of Secondary Schools in Jijlga Zone, Somali Regional State

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Addis Ababa University


The main p1llpose 0/ the study was to investigate teacher 's altitude towards performance appraisal system and its components in Jijiga Zone secondary schools, in Somali Regional State. T" this end, u descriptive survey method was employed. The study was conducted in five purpos~fully selected government secondary schools. S tratified sampling was used to select 157 sample participants from the total population by categorizing the total population(264 leaching staffs) in to two: i.e. appraisees/teachers/ that contain 195 teachers and appraisers/10 prinCipals (including vices), 14 unit leaders, and 45 department heads total 0/69 members! Forty one appraisers were taken using simple random sampling. This study include all 39/emale teachers using judgmental/purposive sampling. whereas, simple random sampling was used to select representative male 77 teachers based on their ratio/proportion 0/ teachers in each school. Qllestionnaires, il1fe/'l'iell's, alld document analysis were used to collect data. The data gathered through questionnaires were presented using !i'equency, and percentages then, inferences were made using independent sample t-tesi. correlation, lind regression. in/brmaiio/'l obtained via interview, open-ended questions and document analysis were discussed qualitatively as pel' their thematic pal/ern. Based on the analysis the sludy renders the /ollo~wing results; TPA is widely used/or administrative purposes, thus developmental purposes are hardly served by the current 7PA system. It may be said that, TPA was not used to improve quality 0/ education. Criteria used were not/iJrmulated with involvement 0/ teachers, no{ related with educational objectives and realistic to be performed teachers; its objectivity to aflain major purposes was also 10'>11. So, it may be concluded that, the reliability and validity of the criteria was low. Pre-appraisal discussions were done once at the beginning 0/ a new academic year, in general school level. Post-appraisal meetings were usually at the end o/the year. There/ore, feedbacks were not given immediately after appraisal. Principals were mostly responsible lor appraising teachers' performance. inter personal relationships between appraiser and appraisee was not good, luck 0/ tl'llSI jiJr appraiser, and biases were observed Moreover, lack 0/ managerial skills and training on appraising were among findings of'the study. II is recommended that woredo and zone education oj/icials should creale awareness about the benefit of IP A /br leachers ' prof'essional growth for both appraisers and appraisees, and how 10 conduct iI. School principals should develop criteria based on school o~jectives and set attainable peljormance targets together with teachers and cal'l)' out TPA ~with the involvement of'many raters and teachers portfolio~ Besides, mentors, department heads, principals, supervisors, unit leaders, or colleagues are suggested to make CRG as ji'equently as possible and feedback\' should be given immediately after appraisal. The prinCiples o/fairness, equity, and sound teachers relation must undelpin the process o/TPA so that collegiality and supportive environment can be created.



Attitude Towards the Performance Appraisal System