Result oriented Teachers’ performance Appraisal Practices in Government Secondary schools of Kembata Tembaro Zone

Abstract

The purpose of this study was to assess the practices of result oriented teachers’ performance appraisal in secondary schools of Kembata Tembaro Zone. To serve this purpose descriptive Survey research design was employed. The study adopted parallel method procedure both quantitative and qualitative. From these sample secondary schools, 82 teachers were selected by using systematic sampling, while 35 department heads and 5 principals were selected by using simple random sampling. Questionnaires were used as main tool of data collection. Interview was used to substantiate the data gathered through questionnaire. Document analysis was also part of data collection for the study. Frequency, percentage, mean and standard deviation while the qualitative data gathered thorough interview and document analysis were by narration. The conclusion made after major findings were; of result oriented teachers’ performance appraisal was found to be in a low level, insufficient communication before and after the result oriented teachers performance appraisal process, limitation on documenting and providing feedback, inappropriateness and inadequacy of appraisal criteria were problems need to be improved. The recommendation forwarded; the secondary schools are supposed to plan and develop their criteria, the participation of teachers, better to be given a great emphasis on develop the experiences and skills creating awareness about result oriented teachers’ performance appraisal practices, school principals better to use performance standard in schools with the existing school context and Schools better to allocate appropriate performance standard for the effectiveness. Woreda and Zonal Education Department supposed ensure the practicality and convenience of the result oriented teachers appraisal by supporting, guiding and providing training opportunity