Addis Ababa University College Of Educationa And Behaivoral Studies Department Of Educational Planing And Management

The purpose of this study was to assess more the elements used to evaluaternTeachersrnperformance and improvement made on teaching by teachers through evaluation practices inrnsebeta Awaas woreda in government of primary schools. To this effect, descriptive survey methodrnresearch was used. Samples were ten government primary schools from which randomly 70rnteachers and purposively ten principals were selected. A survey questionnaire consisting bothrnclosed and open-ended question were developed and distributed to 70 teachers and interviewsrnmade with 10 principals. Document like class room observation checklists were also analyzed.rnResearch data collected through questionnaires were analyzed and interpreted usingrnfrequencies, percentages and mean values. Information collected through interviews andrndocument review were analyzed qualitatively. By answering three basic questions which werernprepared to assess teachers’ performance evaluation, the study revealed that there was goodrnperception toward purpose of teachers’ performance evaluation and also this study revealed thatrnthere was significant problem on teachers’ performance evaluation. The problems were,rnteachers’ performance evaluation practices by principals not mainly focused the elements whichrnare incorporated in teaching learning domains during evaluation practice, the extent of teachingrnperformance by teachers was not improved through the evaluation undertaking by principals andrnas well as evaluation practice was not according to professional teachers’ standards. Therefore,rnso as to increase teachers’ competency, evaluation practice by principals should be focused onrnteaching learning domains. Unless this causes deterioration of students’ academic performancernand affectrnthe production ofrnwell trained and internationally competent citizens

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