Assessment of Teachers’ Performance Appraisal Implementation in Secondary Schools of Akaki-Kality Sub-City

Dejene, Takele (2016) Assessment of Teachers’ Performance Appraisal Implementation in Secondary Schools of Akaki-Kality Sub-City. Masters thesis, Addis Ababa University.

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The purpose of this study was to assess teachers’ performance appraisal implementation operating in secondary schools at Akaki-Kality Sub-City. To this effect, descriptive survey method of research was used. The research was conducted in Addis Ababa City Administration at Akaki-Kality Sub-City based on randomly selected three government secondary schools from which 155 teachers were selected. In addition, 12 principals and vice-principals were selected based on purposive sampling techniques. A survey questionnaire consisting both closed and open ended questions were developed and distributed to 155 teachers and 12 principals and vice-principals. Moreover 6 education officials of the sub-city were also included in the study for interview. Documents like the revised individual score card, teachers’ classroom observation checklist, and the revised school standard of 2013 were also analyzed. Data collected through survey questionnaire was tabulated in tables and expressed in simple descriptive statistical tools. The findings of the study revealed that, the majority(84%) of appraisers’ and appraises’ agreed that, formative purposes were the principal purposes; the criteria were found to be inadequate and inappropriate; 83% of respondents agreed that incompetent appraisers were assigned to judge teachers’ performance; and inadequate information’s were used. Moreover, most school principals and vice-principals didn’t conduct pre-appraisal conference with all teachers being appraised. The research also revealed the following as major problems of teachers’ performance appraisal system, non-involvement of teachers’ in designing, revising, and improving TPA criteria, incompetency of the appraisers, inadequate provision of resources, misunderstanding of the purposes of rewards, and lack of favorable perception of teachers about teachers’ performance appraisal system. In sum, the present teachers’ performance appraisal system was considered as ineffective to achieve its goal. Therefore, it is suggested that adequate training should be given to both the appraisers and appraises. Besides, teachers’ performance appraisal system ought to be designed in such a way that it will meaningfully involve education officers, supervisors, principals, and teachers.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Africana
Depositing User: Vincent Mpoza
Date Deposited: 21 Nov 2018 08:50
Last Modified: 21 Nov 2018 08:50

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