The Current Practice and Problems of Teachers' Performance Appraisal in Government High Schools of Addis Ababa
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Date
2010-07
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Addis Ababa University
Abstract
The main purpose oj this study was to investigate the current practice and problems oj
teachers' peljormance appraisal (!,PA) in government high schools oj Addis Ababa.
In/ormation and data needed jor the study were collected by presenting jive basic questions
with regard to TPA pwpose mainly serving, extent ojrelevance ojTPA criteria, competence oj
appraisers and operation ojTPA process. Descriptive survey method was used as a method oj
research. Lotte,y method simple random and availability sampling technique were employed to
select sample resjJondents and sample schools. Based on the research questions, the literature
was reviewed. Survey questionnaire were developed and administered to 214 teachers, 27
principals, 40 department heads and 102 students to gather relevant data on TPA. Interview
was also held with 6 principals and 14 parents who were involved on appraisal oj teachers '
peljormance in the sample schools to collect addilional injormation. Statistical tools such as
percentile, mean score, chi-square and .ljJear- l11an rank- order correlation were used jor
analyzing the data. The finding oj the study reveals that the current system oj TPA has not
mainly servedjor the developmental purposes. Even it served the administrative pwposes to a
limited extent. However, both summative and jormative pwposes were jound to be inadequate.
The appraisal criteria have been found lack oj objectivity to evaluate teachers' work. In
addition teachers were not involved in thejormulation ojTPA criteria. Furthermore, there was
poor administration ojTPA process in the sample schools. It was also found that appraisers
lack oj compelence to appraise leachers ' peljormance effectively, mainly because oj lack oj
training and experience. Time constraint on the part oj appraisers, appraisers bias, inadequate
classroom observation and appraisal period were also jound the major problems oj TP A. To
redress the problems, it is therejore recommended that appraisal result should primarily use
jar development purposes oj leachers '. Moreover, Appraisal oj teachers to be effective both
summative and formative pWjJoses should be separated. Adequate and relevant training should
be given jor appraisers. Teachers should be involved in the jormulation oj TPA criteria.
Furthermore, peljormance appraisal should be reviewed periodically, self and peer appraisal
should be encouraged to minimize appraisers bias andfi nally, comprehensive research should
be conducted on the area to redesign and to implelhent the appraisal system.
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Keywords
problems oj teachers' peljormance appraisal (TPA)