The practice of principals’ performance appraisal in secondary schools of metekel zone

Abstract

The major purpose of this research was to assess the practice of principals’ performance appraisal in secondary schools of Metekel Zone and identify the major challenging problems. Performance appraisal is a critical task area of any organization including educational institutions. Ineffective performance appraisal can extremely harm both the organization and individuals. Despite considerable research on performance appraisal, there is dearth of research in the area in Metekel Zone, in particular, and Benishangule Gumuz National Regional State, in general. The research employed mixed design and used a survey method. Out of twelve secondary schools ten was selected by simple random sampling technique. Data for the study were collected though questionnaire, interview, focus group discussion and document analysis. Hundred questionnaires (20 for woreda supervisors and 80 for school department heads) were distributed. Questionnaires (18) distributed to woreda supervisors were returned whereas it is 77 questionnaires from the department heads. The result indicated that the appraisers were not satisfied with current principal performance appraisal instrument; there was no clear principal performance appraisal management system; appraisers had no adequate knowledge about principal performance appraisal; principal‟s performance appraisal is not only improperly practiced but also is ineffective. Based on the result, it is, thus, recommended if :(1) the instruments of principal performance appraisal are changed and aligned with SIP and CPD;(2)the appraisal result is used for career structure, professional growth and competence instead of mere filling. (3) a 3600-appraisal system is used for appraising principals; (4)appraisers give feedback after appraising secondary school principals; (5)need based training is given to principals; and (6)principals can actually participate in the teaching- learning process