Teachers Performance Appraisal Practices And Challenges In Secondary Schools Of Nifas Silk Lafto Sub City

The main objective of this study was to determine the factors that affecting teacher’s performance appraisal at Nefassilk lafto subcity Gnbot 20 secondary and lafto secondary school in the year of 2019. The subjects of the study there were about 117 total numbers of teachers and about 2,406 total numbers of students the selected samples of secondary schools. Among 117 teachers working in the sample schools, 72 teachers (61.53%) and among 2,406 students in the selected secondary schools, about 250 students (10.39 %) 2 school principals100%), 6 vice-principal100%) and 6 department heads were selected using purposive sampling technique.There were two main measurements scales were adopted and used in the study; namely, nominal and ordinal scale variables. The nominal scale the variables predominantly dealt with the characteristics or background information of target population or respondents in the study including: Gender, Age group, Educational qualification, and Year of service. In this study data collection instrument was questionnaire, interview and focus group decision(FGD) The research data were analyzed using excel statistical data analysis tool and -SPSS where correlation among variables was employed as well as the mean values and standard deviations among variables were well analyzed. Data analysis was carried out carefully and presented by condensing the five point Likert-scale into three point Likert-scale (i.e. 3 - Agree, 2 - Undecided and 1 - Disagree) alternatives. These were: 0-2.49 Low level of agreement (1); 2.50-3.50 Medium level of agreement (2) and 3.51-5.00 High level of agreement (3).the investigation of factors affecting teachers’ performance appraisal practices, has showed that, the majority of appraises and appraisers confirmed that the major factors that affect teachers performance appraisal were: poor administration of the overall appraisal process, appraisers lack of training, appraisers lack of commitment to timely communication of performance appraisal result, lack of the necessary knowledge on the side of appraisers, appraiser bias and favoritism, subjective criteria (problem related to the tool used) and poor relationship between performance appraisal tools and teaching activity as well as absence of reward were identified by the majority of appraises as the main problems challenges of teachers’ performance appraisal (TPA) practices. The researcher recommend in order to make the teachers’ performance appraisal (TPA) effective both the schools’ appraisal systems and the government bodies especially teachers development departments have to offer capacity building and awareness creation trainings on TPA practice for both schools’ teachers and school administrators to avoid bias and to satisfy teachers by giving .rnKey Words; - performance, Appraisal, Appraiser/Rater, Appraisee

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