TEACHERS' PERFORMANCE APPRAISAL POLICY AND PRACTICES IN SECONDARY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The focal purpose of this study was to examine Teachers' Performance Appraisal policy and practices, and its challenges in Secondary Schools of West Hararghe Zone, Oromia, Ethiopia thereby suggest solutions. Research questions related to awareness, gaps and challenges to appraisal were raised. Descriptive survey research design was employed through mixed methods of collecting primary and secondary data. Of the seventeen Woredas in the Zone, 7 Woredas from different direction and context were taken purposively. Of 21 Secondary Schools in 7 Woredas, 14 Schools were selected by stratified random sampling. Hence, out of 354 teachers in 14 Schools, 132(37%) teachers were proportionately sampled. The principals 22(100%) were comprehensively taken due to small manageable size. Besides, 2-supervisors, 3-experts, 2- supervision-committee head were purposively tracked, for in-depth information as interviewee. Data were collected using questionnaire, interview guide and documents review. Quantitatively, the data were analyzed through descriptive and inferential statistics; qualitatively it was analyzed by narration. It was found out that, unavailability of teachers' performance appraisal policy document, low awareness on the policy hence, absence of appraisal policy in the hands and minds of practitioners. The findings revealed that, the practice of Performance appraisal that authentically served neither for accountability nor for development. It also indicated the skill and information gap of appraisers for their less emphasis to do internal and external situational analysis to set prioritized criteria of key, major, minor tasks for practicing performance appraisal plan. It was also found out, not properly setting indicators of performance criteria that match: subject matter, semester, and context and career ladder of teachers. Further, it was identified, ineffective communication and improper documentation, not employing formative assessment to serve summative evaluation, less frequency of classroom observation and feedback. The findings also showed prevalence of unauthentic efficiency results, rare experience sharing and grievance procedure, less motivated and least committed staff. In sum, the study revealed teacher performance appraisal policy availability gap that partly contributed to its implementation gap. It is recommended to Zonal Education Office in collaboration with Regional Education Bureau availing teachers' appraisal policy document, defining responsibility of stakeholders, giving intensive training on appraisal policy models and process for Practitioners. It is advised to Woreda Education Office, equipping schools with supportive data management technology, providing incentives for appraisers and validating the status of appraisal through workshop. Besides, for Secondary Schools setting appropriate criteria, involving stakeholders in the process, using multiple evaluators, referring to multiple sources of performance evidence, motivating teachers and establishing grievance overseer committee, were suggested. For parents and nearby community keeping involved in the process and providing logistical support for appraisal, recommended.