Assessment On The Implementation Of The Current Teachers Performance Appraisal In Selected Public Tvet Colleges In Addis Ababa

The purpose of this study was to investigate the strengths and weaknesses in thernimplementation of the current TPA in selected public TVET colleges of Addis Ababa andrnforward possible suggestions for the improvement of the current TPA system in thoserncolleges which would give ideas about what to do in other similar colleges.rnThe area of concern believed to be relevant to examine the implementation of therncurrent TPA system were the purposes and criteria of TPA, sources of appraisal, thernskills and competence of the appraisers, time ·and frequency of the appraisal, thernappraisal process, problems and errors associated with the current TPA.rnWith respect to this, a descriptive survey research method was employed. Three ·rnselected public TVET Colleges were included in the study. The subjects of this studyrnwere 136 teachers, 26 department heads and 3 deans. Questionnaire, interview andrnrelevant documents were used for the purpose of collecting data.rnThe major findings of the study include: the TPA scheme of the Colleges hardly servedrnthe developmental purposes. It has served the administrative purposes to some extent;rnteachers did not participate in the formulation of the TPA criteria. Some of the criteriarnwere found to be vague, general, and irrelevant to the actual performance of thernteachers; major sources of appraisal were deans, department heads, peers andrnstudents. However, all the appraisers lack the necessary knowledge, skill andrncommitment to appraise teachers; appraisals of teacher have been conducted twice arnyear at the end of each semester; the current TPA process has not been implementedrnin the way it was expected to be and the major problems of TPA, such as lack ofrnnecessary knowledge and skill on the part of the appraisers, poor administration ofrnthe overall appraisal process were encountered.rnTo overcome these, it was suggested that: short term trainings, in service training andrnorientation programs should be given to teachers with poor performance; results andrnrewards should be given for those who performed better; the responsibility ofrnformulating the criteria of TPA should be given to the TVET colleges, trainings andrnorientation on TPA should be given to all the appraisees and appraisers and thernprocess of TPA should be considered as one of the important activities in the teachinglearningrnprocess.

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