Challengesof Practicingteachers’performanceappraisal in Governmentsecondary Schools of Kirkos Sub City
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Date
2024-06
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Addis Ababa University
Abstract
The primary aim of this research was to explore the challenges associated with practicing teacher performance appraisals and to assess whether these appraisals serve as an effective approach to managing teacher performance. A descriptive survey analysis was utilized for this study, employing a sequential explanatory mixed-method approach with a stronger emphasis on quantitative data. The study focused on the four schools within Kirkos Sub City. Data collection involved 139 teachers, 16 department heads, and 48 student council members, selected through systematic random sampling. Additionally, a census sampling technique was used to include all 16 directors (four from each school), 10 sub-city supervisors, and 24 parent union members. The researcher employed a questionnaire with both closed-ended and open-ended questions to gather data from the teachers, while interviews were conducted to obtain in-depth insights from principals, supervisors, and department heads. Furthermore, focus group discussions (FGDs) were held with sample student council members and PTA respondents. Relevant documents related to teacher performance appraisal practices and implementations were also reviewed. Quantitative data from the closed-ended questionnaire responses were analyzed using methods such as frequency, percentage, mean, and standard deviation. The qualitative data from interviews, open-ended questionnaire responses, FGDs, and document analysis were used to validate and triangulate the quantitative findings.The research findings revealed that the practice of teacher performance appraisal in the secondary schools of Kirkos Sub City was suboptimal. Issues identified included flaws in the design and purpose of the appraisal system, negative perceptions among practitioners, the absence of pre-appraisal meetings, infrequent classroom observations, lack of feedback and discussion, insufficient training for both appraisers and appraisees, unclear and inconsistent criteria, subjectivity and bias, and the failure to use relevant information in teacher evaluations. Inconsistency in the appraisal practice was also noted. To address these issues, the researcher recommended several strategies for the secondary schools in the study area: planning and assigning student appraisers at the start of the academic year, maintaining consistent and ongoing classroom observations, designing a reliable feedback system, providing training for appraisers, raising awareness among both appraisers and appraisees, developing comprehensive appraisal criteria encompassing all school programs, involving peers in the appraisal process, and incorporating self-appraisal as a source of performance information.