Teachers Perception On The Practice Of Performance Appraisal And Its Associated Challenges In Secondary Schools Of Bole Sub- City Addis Ababa

The purpose of the study was to determine teachers’ perceptions on the practice of performancernappraisal and its associated challenges in secondary schools of Bole sub-city Addis Ababa. Thernobjectives of the study was to assess teachers’ perception on the purpose, standards andrnprocedure of performance appraisal system; And also to identify major problems that arernencountered in the process of teachers’ performance appraisal.rnThe research adopted a descriptive research design targeting all the 603 teachers and 18rnprincipals of the secondary schools of Bole sub-city. Stratified sampling was used to classifyrnschools in their type to select nine secondary sample schools from the sub-city. Randomrnsampling was also employed to select 194 teachers sample schools. Moreover, all principals andrnvice principals of the nine schools participated in the study. Questionnaire was designed to berncompleted by teachers and interview were scheduled with principals and vice principals tornacquire necessary data. Observation Check list was also employed as data collection instrument.rnBefore the actual data collection procedure, a pilot study was conducted in one secondaryrnschool at Yeka sub-city to test the reliability of the data instruments. Data obtained was bothrnqualitative and quantitative. Quantitative data was coded and entered into SPSS applicationrnsoftware and analyzed. The results of data analysis were presented using frequency distributionrntables, percentages, mean and standard deviations.rnThe findings of the study established that performance appraisal has positive impacts onrnteachers’ activity towards their professional development, teaching and learning processes andrnstudent academic achievement. However, some of the teachers specially who work in publicrnschools were not motivated by the appraisal system so as to work hard to improve quality ofrneducation as there was no reward directly attached to it. The study recognized that the majorrnchallenges experienced during Performance appraisal were personal bias of evaluators,rnteachers’ negative attitude towards appraisal made by students, technical errors committed byrnprincipals who rate teachers higher or lower than their actual performance. Moreover, teachersrnperceived that principals have a tendency to avoid extreme rating by rating all teachers at thernmiddle.rnFinally, the study recommends that in order to improve the effectiveness of performancernappraisal at secondary schools, performance appraisal standards should be developedrncollaboratively and orientation should be given to teachers, evaluators and students on thernpurposes, standards and processes of performance appraisal so as to enhance their positivernparticipation and support to the system.

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