Abstract:
The main objective of this study was to assess practice and challenges of result-oriented teachers’ performance appraisal in secondary schools of Jimma zone. The study adopted a descriptive survey research design involving both quantitative and qualitative method. A total of 158 informants were involved in this study. Out of these, 134 of them were teachers and department heads who were randomly selected, while the rest were 16 principals and vice principals as well as 8 heads of woreda education offices, all of whom were purposively selected. Questionnaires were used to collect data from teachers and school administrators, while the heads of the 8 woreda education officials were interviewed. The collected quantitative data were presented in tables and analyzed by using descriptive statistical tools such as frequency, percentage and mean values. The qualitative data were analyzed through narration and by comparing and contrasting with the quantitative data. Based on the analysis made, the following findings were identified. First, ROTPA was practiced in secondary schools of Jimma zone, but not at a uniform rate. Teachers did not participate in the formulation of ROTPA criteria; checklists were the dominant methods used in practicing the ROTPA, there were no adequate pre and post appraisal discussions between teachers and appraisers, nor was there adequate feedback provision. The major challenges of ROTPA practice in schools under the study were appraisers’ lack of knowledge and experience, inadequacy and inappropriateness of appraisal criteria, lack of teachers’ participation in developing ROTPA criteria, poor feedback system, lack of reward for high appraisal results, and appraisers’ Personal prejudice/bias. Based on these findings, it is recommended that appraisers should be equipped with the necessary knowledge to conduct the ROTPA, the appraisal criteria need to be simplified and abridged by removing information that is not relevant to appraises
