Assessment on the Implementation of the Current Teachers Performance Appraisal in Selected Public TVET Colleges in Addis Ababa
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Date
2008-06
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Addis Ababa University
Abstract
The purpose of this study was to investigate the strengths and weaknesses in the
implementation of the current TPA in selected public TVET colleges of Addis Ababa and
forward possible suggestions for the improvement of the current TPA system in those
colleges which would give ideas about what to do in other similar colleges.
The area of concern believed to be relevant to examine the implementation of the
current TPA system were the purposes and criteria of TPA, sources of appraisal, the
skills and competence of the appraisers, time ·and frequency of the appraisal, the
appraisal process, problems and errors associated with the current TPA.
With respect to this, a descriptive survey research method was employed. Three ·
selected public TVET Colleges were included in the study. The subjects of this study
were 136 teachers, 26 department heads and 3 deans. Questionnaire, interview and
relevant documents were used for the purpose of collecting data.
The major findings of the study include: the TPA scheme of the Colleges hardly served
the developmental purposes. It has served the administrative purposes to some extent;
teachers did not participate in the formulation of the TPA criteria. Some of the criteria
were found to be vague, general, and irrelevant to the actual performance of the
teachers; major sources of appraisal were deans, department heads, peers and
students. However, all the appraisers lack the necessary knowledge, skill and
commitment to appraise teachers; appraisals of teacher have been conducted twice a
year at the end of each semester; the current TPA process has not been implemented
in the way it was expected to be and the major problems of TPA, such as lack of
necessary knowledge and skill on the part of the appraisers, poor administration of
the overall appraisal process were encountered.
To overcome these, it was suggested that: short term trainings, in service training and
orientation programs should be given to teachers with poor performance; results and
rewards should be given for those who performed better; the responsibility of
formulating the criteria of TPA should be given to the TVET colleges, trainings and
orientation on TPA should be given to all the appraisees and appraisers and the
process of TPA should be considered as one of the important activities in the teachinglearning
process.
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