RESULT ORIENTED PERFORMANCE APPRAISAL AND TEACHERS REACTION IN SECONDARY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE

Abstract

The main purpose of this study was to investigate the practice of performance appraisal and teachers’ reaction in secondary schools of Western Hararghe Zone. In order to achieve the objective of the study, descriptive survey design was employed. The primary sources data or participants were 115 Teachers, 111 Appraisers, 10 Principals, and 6 supervisors, the secondary data sources were obtained from 10 secondary schools documents. A simple random sampling technique was employed to select Teachers, Appraisers Principals and supervisors were selected using purposive sampling technique. Questionnaire was the main data gathering instruments for teachers and appraisers while interview and documents were also employed. The collected data were analyzed quantitatively by using descriptive and inferential statistics, and qualitatively by using descriptive narration. The study revealed that the purpose of performance appraisal was for career structure of teachers. Performance appraisal which was practiced in secondary schools did not distinguishing effective performers from ineffective, not implemented on time and did not follow the process of appraisal. Teachers were not motivated by the current practice, not satisfied with the feedback, they did not accept low performance rating for unfair evaluation and they did not believe the essentiality to conduct performance evaluation in their School which results for conflict. Evaluators did not evaluate teachers’ performance based on their accomplishment and achievement; most of them are not trained and experienced to evaluate teachers work. Lack of linkage between some evaluating criteria and teachers’ job, lack of ability of evaluators, evaluator’s biasness, and non participation of teachers in setting performance evaluation criteria were problems which influence the performance appraisal practiced. Secondary school has no guideline for teacher’s performance appraisal. It is recommended that the Zonal Education office should give training for appraisers and give guideline for the school. Performance appraisal criteria should be job related; qualified and well trained appraiser should participate in teacher’s performance appraisal. And teachers should participate in the planning. The evaluators should evaluate according to the criteria for the proper implementation of teachers performance appraisal they must follow the process of evaluation.