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

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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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