Practices of result-oriented teachers’ performance appraisal In the government secondary schools of buno beddelle zone

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.