Practice and challenges of result oriented teacher’s performance appraisal in secondary schools of jimma zone

Abstract

Result oriented teachers’ performance appraisal (ROTPA) has been implemented in Jimma zone. In addition to this, an approach to result-oriented teacher performance measurement known as Balanced Score Card (BSC) was also introduced. Because of this, principals, vice principals and teachers have face challenges in its practice. So the purpose of this study was to investigate how teachers and principals have been practicing the current teachers’ performance appraisal criteria and what major challenges were encountered. The research was conducted in general secondary schools of Jimma zone. Across four woredas based on randomly and purposefully selected government secondary schools out of which, 130 teachers were also selected by simple random sampling techniques in 24 school leaders were selected based on optimal sampling techniques. The research design employed is mixed approach that includes both quantitative and qualitative sources of data. A survey questionnaire of both closed and open ended questions were designed and distributed to 130 teachers and 24 school leaders and four woreda educational office heads also included in the study for interview. Documents like teachers’ summative evaluation report and ROTPA training manual were also analyzed. Data collected through survey questionnaire was tabulated in tables and expressed in simple statistical tools, Percentage and standard deviation with inferential statistic respondent is used to describe what portion of respondents agree or disagree on the given items. Data collected through open ended questions, documents analysis and interview were presented in narrative forms. The findings of the study revealed that teachers, principals and vice principals did not develop favorable perception towards ROTA criteria based on the BSC system that focuses on business matters. Teachers were not fully involved in developing appraisal criteria. The appraisers were interpreted less, competent enough to appraise teachers’ performance objectively; the formative evaluation was not based on teachers’ future performance. Most of the school principals and vice principal didn’t Conduct post appraisal conversation with all teachers being appraised. The research also revealed the following as a major problems of ROTPA, based on BSC, characterized by in adequate training given to teachers, principals and vice principals, ROTPA criteria neglected teacher behavior, the normal distribution curve was not in line with school environment, teachers were appraised by the vice principals and principal, no grievance committee was formed at school level. The participation of PTAs and students was very low. Giving reward and increasing salary in accordance with result oriented performance, avoiding or improving unachievable performance standards and making them flexible and achievable under normal condition, implementing normal distribution curve in line with school environment and apprising teachers performance based on performance output rather than performance outcome are recommended to improve the practice of ROTPA based on BSC and can solve the problems revealed.