Practices and Challenges of Appraising Teacher’s Performance Appraisal in Government Preparatory Schools of Wolaita Zone, South Ethiopia

Cherenet Samuel


The main purpose of this study was to assess the practice and challenges of appraising teachers’ performance appraisal in the preparatory schools of Wolaita Zone, Southern Nations, Nationalities and People’s Region. The objectives were attained by analyzing how teacher’s performance is appraised, identify the methods and criteria employed in appraising teachers performance,  determining the extents to which teachers performance appraisal is used and identifying the challenges encountered in appraising teachers performance in government preparatory schools of Wolaita zone. To this end, descriptive survey research design was employed. A sum of 488 teachers, 6 supervisors, 6 principals, 6 vice principals totally 506 were the target populations. Accordingly, out of 488, (122) (25%) teachers were selected through simple random sampling technique and 6 administrative vice principals, 6principales and 6 supervisors were included based on availability sampling technique. Questionnaire and interviews were employed to collect data. The data obtained were analyzed using statistical tools such as mean, standard deviations, frequency and percentage. Accordingly, the findings revealed that the criteria was inadequate and inappropriate and describes what the teachers are, rather than what teachers do, does not measure good teaching, no capacity of measuring teacher willingness to participate in extracurricular activities, not appropriate to raise teacher professional development. The methods of performance appraisal commonly used for implementation of teacher performance in preparatory schools were summative evaluation method and check list but the other methods of teachers’ performance appraisals like peer evaluation methods, self-evaluation method, and formative evaluation methods were not frequently used. the major problems encountered in appraising the performance of preparatory schools' teachers in wolaita zone were , lack of rewards for better performing teachers, lack of awareness about performance appraisal, In adequate guidance and support from higher official, and technical problems of principals for implementation. Therefore, it is recommended that, the zone and woreda education expertise, school principals, supervisors should give emphasis on the implementation of teacher performance appraisal in schools and should monitor and evaluate the practice every time and ,there is a high need for policy makers to review teachers performance appraisal system frequently.

Keywords: practice, performance appraisal, preparatory School. 1. Background of the Study

DOI: 10.7176/RHSS/9-7-07

Publication date: April 30th 2019

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