Instructors' Perception of Performance Appraisal In Government Teacher Training Colleges of Amhara Region
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Date
2005-06
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Addis Ababa Univerisity
Abstract
The main pwpose of this study was to examine teachers' perception of and attitude towards the
current TPA .~yslem in government TTCs ofAmhura region, and jiJr\lIard pussible slIggestions/or
Lhe improvement of the current TPA system in those colleges.
The areas of concern believed to be relevant to examine the perception of teachers towards the
current result-oriented TPA system were: the purposes ofTPA, teachers' performance appraisal
criLeria, teachers' participation in the formulation of TPA criteria, performance appraisal
feedback, competence and objectivity of the appraisers and the process of the current TPA.
To this end, a descriptive survey research method was employed. All the three government
teacher training colleges of Amhara region were included in the study; namely: Gondar teacher
training college, Desse teacher training college, and Debrebirhan teacher training college. The
subjects of this study were 153 teachers, 18 department heads, and 3 deans. Questionnaire,
interview, and relevant documents were used for the purpose of collecting data.
Among the findings, the major ones include:
• Teachers did not participated in the formulation of/he current TPA criteria.
• Those who were engaged in appraising teachers (deans, department heads, and
students) had no adequate training regarding TPA .
• The process of the result oriented TP A involves establishment objectives, development
of action plans, evaluation of performance and provision of feedback; which is the joint
activity of the appraiser and the appraiser. However, this process was not properly
followed by the colleges and teachers were forced to prepare action plans from the
objectives already established by the upper body (REB).
• The performance appraisal feedback system was perceived to be characterized by
criticism, lack 0.( r.ewards, and delay in givingfeedback to teachers.
• There were no adequate pre and posL appraisal discussions between teachers and
appraisers.
The following are some of the recommendations:
• The REB need to leave the criteria open to teachers for discussion before implementing
them or let the teachers and the other college members formulate these criteria and get
approval of the REB.
• The college deans, in collaboration with the Rl:-B, need to arrange training progJ'{{n1S
for appraisers. In additiun, the REB assign graduates of EDPJv1 or at least those who
have knowledge ofTPA to run the in •tilutions.
• The colleges need to arrange programs in which beller pel/orming teachers are
rewarded and experiences are shared among the teacher'. The feedback system also
need to focus on praising and encouraging teaciJers. Further, teachers should be given
their performance feedbacks on time so that they can appeal against them in case they have complaints
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Education