Abstract:
This study was designed to investigate practices and challenges of teachers’ performance
appraisal and rewarding system in government secondary schools of West HarargheZone. To
serve this purpose,mixed research design was employed. For this study,from 2 woreda and 1
administrative town five secondary schools were selected through stratified sampling
techniques. Questionnaires, Interviewand document analysis were used as main tool of data
collection. Frequency, mean were employed to analyze quantitative data while Data collected
from Parent Teacher Student Association members, school supervisors and principals
throughout interviews and the data collected from document review were analyzed
qualitatively. Major findings were obtained. Lack appraisal criteria, Reward can motivate
teachers to work hard and develop their professional, performance appraisal and rewarding
can goes right teacher professional also develop. Properly implementing teachers’
performance appraisal can develop the skill of teachers’ because those activity can fill
teachers’ knowledge gap. Performance appraisal is considered as managerial tool for
facilitating administrative decision. Major challenges of teachers’ performance appraisal was
absence of necessary experience to appraise, absence of giving attention about rewarding,
lack of awareness, and shortage of budget, teachers not involve on developing the criteria.
Based on the findings in this study, based on finding conclusions were obtained. The criteria
was incompatible to the work of teachers’. Absence of rewarding can affect the work of
teachers. Based on the study recommendations were suggested. Ministry of education should
have to prepare training for school stake holders to fill the gaps of knowledge. Oromia
Education Bureaus and Zonal Education Offices should check and control whether the school
implementing TPA and rewarding system and encouraging woredas to support their schools
closely. To undertake effective teachers’ performance appraisal, the school should allow and
encourage teachers’ participation in the process
