Teachers' Resuit -Oriented Performance Appraisal System in General Secondary Schools of North Shoa Zone, Oromia Regional State
| dc.contributor.advisor | Melaku Yimam, | |
| dc.contributor.author | Beza Kechem | |
| dc.date.accessioned | 2026-10-19T11:14:01Z | |
| dc.date.available | 2026-10-19T11:14:01Z | |
| dc.date.issued | 2013-06-01 | |
| dc.description.abstract | The main purpose of this study was to assess the current practice of teachers' result oriented performance appraisal system in the general secondary schools of North Shoa Zone, Oromia Regional state. The study employed a descriptive survey research design. The respondents were teachers, principals, vice-principals, supervisors and wo'reda education office experts. Proportionate stratified random sampling technique was employed to select teachers. Principals and vice principals were selected by using availability sampling. Purposive sampling was employed to select respondents for interview. Questionnaire, interview, and document analysis were instruments employed for data collection. Validity of the questionnaire was pilot testing with a reliability coefficient value 0.74. The questionnaires were administered to 96 appraisees (teachers) and 36 appraisers (principals, vice-principals, department heads, and unit leaders), and properly comple/ed and returned by 90 appraisees and 33 appraisers. Interview was held with six teachers. two principals, three secondmy school supervisors, and three woreda education office experts. Relevant documents from schools were also reviewed to gets L!fficient information. Statistical tools employed to analyze the data were frequency, percentage, mean, and chi- square. The study revealed that the majority of respondents rate teacher's participation in developing appraisal criteria low. It was also learnt that most of the respondents argued appraisers' classroom observation and reports from other teachers were data sources used in TROPA system, and the frequency and lengths of classroom observation was inadequate. The majority of respondents disagreed performance feedback given to teachers was timely and adequate. The majority of respondents also rated the degree to which appraisers play their roles and, the contribution of TROPA system to teachers ' professional development low. Finally, involving teachers to actively participate in developing appraisal criteria, providing training to both appraisers and appraisees ,using multiple data sources in teachers' appraisal, visiting teachers classroom performance frequently, provide teachers accurate performance feedback frequently, provide proper attention for TROPA system implementation, setting the program in which teachers competency will be examined periodically, and revising TROPA system were some of the solutions to problems as forwarded by the researcher. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/9168 | |
| dc.language.iso | English | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Teachers' Resuit -Oriented Performance Appraisal | |
| dc.title | Teachers' Resuit -Oriented Performance Appraisal System in General Secondary Schools of North Shoa Zone, Oromia Regional State | |
| dc.type | Thesis |