Assessment Of Teachers Performance Appraisal Practices In Government General Secondary Schools Of Addis Ababa
No Thumbnail Available
Date
2020-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
A.A.U
Abstract
The main purpose of this study was to assess the current practice of teachers’ performance appraisal in government general secondary schools of Addis Ababa. Important information and data needed for the study were collected by presenting five basic questions with regard to Teachers Performance Appraisal practice, extent of teachers’ involvement in their appraisal, adequacy of the performance appraisal criteria, perception of teachers towards their appraisal practice and major challenges of the TPA system in those samples schools. Descriptive survey method was used as a method of research. The study was conducted on three government general secondary schools of Addis ketema sub city selected using availability sampling technique. Teachers and principals were the respondents of the study. Stratified followed by systematic sampling technique was employed to select sample teachers. On the other hand, principals were selected using purposive sampling technique. Survey questionnaires were administered to 120 teachers to gather relevant data on TPA. Interview was also held with 3 principals who were directly involved on the appraisal process of teachers performance in the sample schools to collect additional information. Statistical tools such as frequency count, percentage mean score and standard deviation were used via SPSS version 20 for analyzing the data. Narration and direct quotation were also used for analyzing the qualitative data. The finding of the study revealed, teachers performance appraisal has been a common practice often conducted twice in a year, but with limited appraisers competence resulted from lack of intervention training, skill and knowledge gap in conducting PA and negative attitude towards PA. With regard to purpose, the current system of teachers’ performance appraisal has not mainly served the developmental purposes of PA. In relation to the accuracy of the PA procedure, it appeared that there are some limitations that potentially affect the whole system in those sample schools. Handling issues in post PA management session did not look a problem; nevertheless, possibility of getting grievances solved by school management was found low. With respect to the participative nature of teachers PA, the finding seems somewhat mixed; schools principals claim that PA is participatory; whereas, about half of teacher respondents refuted principals’ view. The criteria used to appraise teachers were viewed by teachers as rigid, unrelated, less relevant as well as less objective and imposed from Addis Ababa education bureau. The study also found out that teachers had negative attitude towards the whole system of appraisal procedure. At last the practice of TPA was found entangled with myriads of challenges emanated from the administration, appraisers’ knowledge and skill, appraisal criteria and adequacy of resources. Moreover, lacks of consistent follow up, poor feedback system, students’ bias and absence of developmental plan were also found the major problems of TPA. To address the afore mentioned problems, it is recommended that the whole process of PA has to be modified by training teachers and school administrators via continuous orientation about TPA with the concerted effort of the education bureau, education office at different levels and schools. In addition, inbuilt school based learning and relearning has to be promoted about the potential benefits of PA at the school level among principals and teachers along with all concerned bodies at all levels. Adequate and relevant training should be given to all appraisers. Teachers should be involved in the formulation of TPA criteria. Besides this, performance appraisal should be reviewed periodically on the bases of the evaluation gained from teachers, principals and other key stakeholders participating in TPA criteria.
Description
In Partial Fulfillment Of The Requirements For The Degree Of Masters Of Arts In Business Administration
Keywords
Teachers performance appraisal, Performance appraisal, Practice, procedure