Yimam, Melaku(Ato)Beyene, Alem2018-06-262023-11-102018-06-262023-11-102007-03http://etd.aau.edu.et/handle/12345678/3544The main purpose of this study was to undertake a systematic assessment of the current performance appraisal system of teachers, ROPA, in Tigrai Regional State thereby to single out strengths and weaknesses of the ROPA system and eventually to provide altemative recommendations against the identified problems. The research methodology employed in this study was descriptive survey. Accordingly, a questionnaire for teachers and principals was prepared, pilot-tested, translated to Tigrigna language and administered to a sample size of 322 teachers and 62 principals. An aggregate of 87. 67% of the questionnaires were properly filled and returned. Structured and unstructured interview were conducted to 8 WEO heads. In addition to this, relevant documents from RCBB, TREB and MCB were reviewed to get sufficient information leading to analysis. Qualitative and quantitative data were collected and analyzed. The findings of the study showed strengths in preparing annual school plans, decreasing rate of drop-outs and repeaters, frequency of continuous assessment of students and emphasis given to co-curricular activities. However, ROPA was characterized by multiple problems. The major weaknesses were: lack of clearly stated school goals and annual work flow charts, lack of discussions conducted with ratees in setting performance measures, standards, objectives, critical elements, performance criteria and post-appraisal meetings; limited knowledge on ROPA and rater biases. Performance standards were subject to irrelevancy, poor reliability, little practicality, and could not discriminate performances. The final results of ROPA do not really describe appraisees; low frequency of performance monitoring, no re-appraisal and appeal mechanisms, there was no accountability in ROPA, less contribution to educational goals such as low results of National Examinations, low students' and teachers ' motivation, and lack of sufficient trainings on ROPA. Promotion and salary increment of teachers according to career structure of teachers was banned for the last three years due to the introduction of ROPA which led to grievances of teachers. Based on the research findings and conclusions, recommendations were also forwarded in the interest of addressing these issues of ROPA. Included were: appraiser and appraisee should participate in discussions on setting objectives, standards, critical elements, and performance criteria; performance measures should be output-related, job-related and person-related and they should be relevant, reliable, and practical and should discriminate performances; to minimize rating errors standard score method should be introduced, department heads should rate teachers, and effective and timely feedback should be given to appraisees; appeal mechanisms for re-appraisal should be conducted according to civil service regulations endorsed by the Regional Government Council; continuous training programs and researches should be conducted, motivational and hygiene factors should be addressed timely, and ROPA should give an opportunity to score very high grades by being finalized only at school level.enEducationThesis