TEACHERS‟ PERFORMANCE APPRAISAL PRACTICES IN GOVERNMENT SCHOOLS OF ADDIS ABABA

Abstract

The main purpose of this study was to assess the current practice and challenges of teachers’ performance appraisal in government secondary schools of Addis Ababa. The study was conducted on five governments’ secondary schools of Bole sub city. Descriptive survey method was used as a method of research. Concerning sample teachers, they were selected using quota and systematic sampling techniques. Contrary to this, census sampling technique was used to select principals, students’ council members and sub city educational experts. Survey questionnaires were administered to 138 teachers and 48 students to gather relevant data on TPA. Interview was also held with 5 principals and educational experts who were directly involved on the appraisal process of teachers performance in the sample schools to collect additional information. Statistical tools were used via SPSS version 20 for analyzing the 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. With regard to purpose, the current system of teachers’ performance appraisal has not mainly served the developmental purposes of PA. 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 TPA, the finding seems somewhat low. 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. 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 aforementioned problems, it is recommended that the whole process of PA has to be modified by training appraises and appraisers and trainers about TPA. 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.