The purpose of this study was to examine the perception of instructors in the colleges of thernMinistry of National DefensefTraining Main Department towards the Teachers' PerformancernAppraisal. This was with intent to find out the weakness and strength of the TPA system andrnrecommend possible ways of alleviating the problems. To this end, basic questions addressingrnthe issues related to TPA such as purposes and criteria ofTPA, performance appraisalfeedback,rncompetence and objectivity of appraisal and the process and problems (errors) of performancernappraisal were all raised. The study employed descriptive survey method. To address thernresearch questions raised, the investigator reviewed the relevant literature, prepared arnquestionnaire for teachers, and interview guides on the basis of the reviewed literature to collectrndata from the subjects at sampled defense colleges. The questionnaire was, after having be'enrnevaluated and checked by the thesis advisor, pilot- tested in order to avoid irrelevant andrnambiguous terms. Based on comments secured, necessary corrections and modifications werernmade before distribution. Concerning the subjects of the study, 41 teachers of the four colleges,rn7 department heads and all deans of the four colleges were included. Among the findings, thernmajor ones include: Teachers did not participate in the formulation of TPA criteria; Those whornwere engaged in appraising teachers had no adequate training regarding TPA; The process ofrnTPA involves establishment of objectives; development of action plans; evaluation ofrnperformance; and provision of feedback; which is the joint activity of the appraiser and thernappraisees. However, this process was not properly followed by the colleges and teachers werernforce to prepare action plans from the objectives already established by the upper bodies of therncolleges; The performance appraisal feedback system was perceived to be characterized byrncriticism, lack of rewards, and delay to give feedback to teachers; There were no adequate prernand post appraisal discussions between teachers and appraisers. The following are some of thernrecommendation The colleges need to leave the criteria open to teachers for discussion beforernimplementing them, or let teachers and other members of the college formulate the criteria andrnget the approval of the colleges' upper body. The colleges' deans, in collaboration with theirrnrespective colleges and with the TMD higher institution coordination office, need to arrangerntraining programs for appraisers. In addition, the TMD need to assign graduates ofrnmanagement and education or at least those who have knowledge and skills of TPA to run therninstitutions. The colleges need to arrange programs in which better performing teachers arernrewarded and experiences are shared among the teachers. The feedback system also needs tornfocus on praising and encouraging teachers. Further, teachers should be given theirrnperforman.ce feedback on time so that they can appeal against them in case they have complains.