Practices of Oriented Teachers Performance Appraisal In Secondary Schools of Jimma Zone

Abstract

The main objective of the stud was to assess practices of result oriented teacher performance in secondary schools of Jimma zone 102 teachers were selected using simple random sampling techniques and 32 school leaders were selected based on purpose sampling techniques. 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 researcher used questionnaire consisting of both closed and open ended questioners were designed and distributed to 102 teachers, 32 school leaders and Woreda educational office heads interview was also included in the study. Documents like teachers’ summative evaluation report and result oriented teacher performance appraisal training manual were also analyzed. Percentage and mean test, standard deviation with inferential statistical t-test and p-value was used to describe what portion of respondents agree or disagree on the given items. The findings revealed that teachers, principals and vice principals did not develop positive attitude towards result oriented teacher performance appraisal criteria based on the Balanced Score Card system. Teachers were not fully involved in developing appraisal criteria. The appraisers were not, competent enough to appraise teachers’ performance objectively. Most of the school principals and vice principal did not conduct post appraisal conversation with all teachers being appraised. The finding also revealed that the, result oriented teacher performance appraisal on, Balanced Score Card characterized by in adequate training given to teachers, principals and vice principals. Giving reward and increasing salary in accordance with result oriented performance improving unachievable performance standards and apprising teachers performance based on performance output rather than performance outcome are recommended to improve the practice of based of result oriented teacher performance appraisal and Balanced Score Card can solve the problems revealed