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.
#Research on performance appraisal pdf professional#
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 data obtained were analyzed using statistical tools such as mean, standard deviations, frequency and percentage. Questionnaire and interviews were employed to collect data. 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. A sum of 488 teachers, 6 supervisors, 6 principals, 6 vice principals totally 506 were the target populations. To this end, descriptive survey research design was employed. 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. 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.
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