The main purpose of this study was to undertake a systematic assessment of the current performancernappraisal system of teachers, ROPA, in Tigrai Regional State thereby to single out strengths andrnweaknesses of the ROPA system and eventually to provide altemative recommendations against thernidentified problems. The research methodology employed in this study was descriptive survey.rnAccordingly, a questionnaire for teachers and principals was prepared, pilot-tested, translated tornTigrigna language and administered to a sample size of 322 teachers and 62 principals. An aggregaternof 87. 67% of the questionnaires were properly filled and returned. Structured and unstructuredrninterview were conducted to 8 WEO heads. In addition to this, relevant documents from RCBB, TREBrnand MCB were reviewed to get sufficient information leading to analysis.rnQualitative and quantitative data were collected and analyzed. The findings of the study showedrnstrengths in preparing annual school plans, decreasing rate of drop-outs and repeaters, frequency ofrncontinuous assessment of students and emphasis given to co-curricular activities. However, ROPArnwas characterized by multiple problems. The major weaknesses were: lack of clearly stated schoolrngoals and annual work flow charts, lack of discussions conducted with ratees in setting performancernmeasures, standards, objectives, critical elements, performance criteria and post-appraisal meetings;rnlimited knowledge on ROPA and rater biases. Performance standards were subject to irrelevancy,rnpoor reliability, little practicality, and could not discriminate performances. The final results of ROPArndo not really describe appraisees; low frequency of performance monitoring, no re-appraisal andrnappeal mechanisms, there was no accountability in ROPA, less contribution to educational goals suchrnas low results of National Examinations, low students' and teachers ' motivation, and lack of sufficientrntrainings on ROPA. Promotion and salary increment of teachers according to career structure ofrnteachers was banned for the last three years due to the introduction of ROPA which led to grievancesrnof teachers.rnBased on the research findings and conclusions, recommendations were also forwarded in therninterest of addressing these issues of ROPA. Included were: appraiser and appraisee shouldrnparticipate in discussions on setting objectives, standards, critical elements, and performance criteria;rnperformance measures should be output-related, job-related and person-related and they should bernrelevant, reliable, and practical and should discriminate performances; to minimize rating errorsrnstandard score method should be introduced, department heads should rate teachers, and effectivernand timely feedback should be given to appraisees; appeal mechanisms for re-appraisal should bernconducted according to civil service regulations endorsed by the Regional Government Council;rncontinuous training programs and researches should be conducted, motivational and hygiene factorsrnshould be addressed timely, and ROPA should give an opportunity to score very high grades by beingrnfinalized only at school level