Result Oriented Teachers Performance Appraisal System In Joint Military Staff College

The purpose of this study was to examine perception of instructors,implementation,rnmonitoring and evaluation system and challenges encountered in the implementation ofrnROTPA in the Ministry of National Defense/Education and Training Main Department/rnCollege of Joint Military Staff College towards the Result oriented performance appraisalrnsystem. This was with intent to find out the overall implementation, weakness and strength ofrnthe ROTPA system and recommend possible ways of alleviating the problems. To this end,rnbasic questions addressing the issues related to ROTPA such as purposes and criteria ofrnROTPA, performance appraisal feedback, competence and objectivity of appraisal and thernprocess and problems (errors) of performance appraisal were all raised. The study employedrndescriptive survey method. To address the research questions raised, the investigatorrnreviewed the relevant literature, prepared a questionnaire for teachers, and interview guidesrnon the basis of the reviewed literature to collect data from the subjects at JMSC. Thernquestionaries’ was checked by the advisor. After having been evaluated and checked by thernthesis advisor, Based on comments secured, necessary corrections and modifications werernmade before distribution. Concerning the subjects of the study, 40 teachers of the college, 12rndepartment heads, 45 students and 2 deans of the college were included. Among the findings,rnthe major ones include: Teachers did not participate in the formulation of ROTPA criteria;rnthose who were engaged in appraising teachers had no adequate training regarding ROTPA;rnthe process of ROTPA involves establishment of objectives; development of action plans;rnevaluation of performance; and provision of feedback; which is the joint activity of thernappraiser and the appraisees. However, this process was not properly followed by the collegernand teachers were force to prepare action plans from the objectives already established byrnthe upper bodies of the colleges; The performance appraisal feedback system was perceivedrnto be characterized by criticism, lack of rewards, and delay to give feedback to teachers;rnThere were no adequate pre and post appraisal discussions between teachers and appraisers.rnThe following are some of the recommendation The college need to leave the criteria open tornteachers for discussion before implementing them, or let teachers and other members of therncollege formulate the criteria and get the approval of the colleges’ upper body. The colleges’rndeans, in collaboration with their respective college and with the ETMD higher institutionrncoordination office, need to arrange training programs for appraisers. In addition, the ETMDrnneed to assign graduates of management and education or at least those who have knowledgernand skills of ROTPA to run the institutions.

Get Full Work

Report copyright infringement or plagiarism