Abstract:
The main purpose of this study was to assess Practices of Result oriented Teachers
performance appraisal in government secondary school of Bunno Bedelle Zone. To conduct
this study descriptive survey design was employed to collect information through mixed
approach that includes both quantitative and qualitative sources of data. The study was
conducted in eight government secondary schools of the zone, 124 teachers were selected
using simple random sampling techniques, 14 principal and 4 supervisors were selected
based on purpose sampling techniques. The researcher used questionnaires consisting of
both closed and open ended items were distributed to 124 teachers and principals and
supervisors were conducted interview. Document analysis was also part of collection for the
study like teachers’ summative evaluation report. Percentage, mean test and standard
deviation were used to describe what portion of respondents agree and disagree on the given
items. The findings revealed that principals and vice principal did not develop positive
attitude towards result oriented teachers performance appraisal criteria based on balanced
score card system and poor administration over all appraisal process. Another problem was
Teachers were not fully participating in the formulation of Result oriented Teachers
performance appraisal criteria. Additionally, appraiser engaged in appraising teachers had
no adequate training and no pre and post discussion with teachers in the appraisal process
which was not properly followed by the school management. The result oriented teachers
performance appraisal based on standards characterized by giving rewards and increasing
salary in accordance with result oriented performance improving unachievable performance
standards and appraising teachers’ performance based performance output rather than
performance outcome are recommended to improve the practices of result oriented teacher
performance appraisal.
