THE EFFECT OF PERFORMANCE APPRAISAL SYSTEM ON TVET INSTRUCTORS PERFORMANCE, ADDIS ABABA, ETHIOPIA: A CASE OF SELECTED GOVERNMENT, POLY TECHNIQUE COLLEGES

Abstract

This study examined the Effect of Performance Appraisal System on TVET Instructors Performance in Selected Government Poly Technique Colleges of Addis Ababa. To meet the objective this study used explanatory and descriptive research design and also adopted qualitative and quantitative research approach. Moreover, questionnaire and interview were the primary data gathering tools for this study; 133 questionnaires were distributed and 125 collected and used to conduct the study. The collected data were analyzed using descriptive statistic and inferential statistics (correlation and regression analysis) through statistical package for social science (SPSS) version 20. The research finding shows, all independent variables appraisal criteria, appraisal goal, reward, promotion and feedback were statically significant positive effects with instructor’s performance in the study area. Particularly, Feedback has greater impacts (statistically positive and moderate effects) on instructor’s performance. Then reword and promotion have statistically positive significant effects on instructor’s performance. On the other hand, an appraisal criterion has statistically positive and insignificant effect instructor’s performance. The above regression findings are supported by correlation result and open ended questionnaires and interview finding. Based on research finding the TVET performance appraisal significance limited by bulky, nonscientific, ambiguous and unrelated / unessential appraisal criteria and measurements. As a result, responsible body revisited the established criteria to reduced redundant, subjective, bulk and unessential parts of appraisals criteria and also the criteria should have focused the major roles of instructors teaching learning processed only.