Instructors Perception Of Performance Appraisal In Government Teacher Training Colleges Of Amhara Region

The main pwpose of this study was to examine teachers' perception of and attitude towards therncurrent TPA .~yslem in government TTCs ofAmhura region, and jiJrlIard pussible slIggestions/orrnLhe improvement of the current TPA system in those colleges.rnThe areas of concern believed to be relevant to examine the perception of teachers towards therncurrent result-oriented TPA system were: the purposes ofTPA, teachers' performance appraisalrncriLeria, teachers' participation in the formulation of TPA criteria, performance appraisalrnfeedback, competence and objectivity of the appraisers and the process of the current TPA .rnTo this end, a descriptive survey research method was employed. All the three governmentrnteacher training colleges of Amhara region were included in the study; namely: Gondar teacherrntraining college, Desse teacher training college, and Debrebirhan teacher training college. Thernsubjects of this study were 153 teachers, 18 department heads, and 3 deans. Questionnaire,rninterview, and relevant documents were used for the purpose of collecting data.rnAmong the findings, the major ones include:rn• Teachers did not participated in the formulation of/he current TPA criteria.rn• Those who were engaged in appraising teachers (deans, department heads, andrnstudents) had no adequate training regarding TPA .rn• The process of the result oriented TP A involves establishment objectives, developmentrnof action plans, evaluation of performance and provision of feedback; which is the jointrnactivity of the appraiser and the appraiser. However, this process was not properlyrnfollowed by the colleges and teachers were forced to prepare action plans from thernobjectives already established by the upper body (REB).rn• The performance appraisal feedback system was perceived to be characterized byrncriticism, lack 0.( r.ewards, and delay in givingfeedback to teachers.rn• There were no adequate pre and posL appraisal discussions between teachers andrnappraisers.rnThe following are some of the recommendations:rn• The REB need to leave the criteria open to teachers for discussion before implementingrnthem or let the teachers and the other college members formulate these criteria and getrnapproval of the REB.rn• The college deans, in collaboration with the Rl:-B, need to arrange training progJ'{{n1Srnfor appraisers. In additiun, the REB assign graduates of EDPJv1 or at least those whornhave knowledge ofTPA to run the in ·tilutions.rn• The colleges need to arrange programs in which beller pel/orming teachers arernrewarded and experiences are shared among the teacher'. The feedback system alsornneed to focus on praising and encouraging teaciJers. Further, teachers should be givenrntheir performance feedbacks on time so that they can appeal against them in case theyrnhave complaints

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