Perceptions of teachers on the effectiveness of performance appraisal system methods in public secondary schools of Kilombero district, Morogoro Tanzania

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Date
2015
Journal Title
Journal ISSN
Volume Title
Publisher
University of Dar es Salaam
Abstract
The study assessed perceptions of teachers on the effectiveness of the performance appraisal system (PAS) methods among public secondary schools in Kilombero district. More specifically the study: (1) explored the perceptions of public secondary school teachers (PSSTs) on the application of PAS methods, (2) examined the challenges affecting the effectiveness of PAS methods among PSSTs, (3) found out the differences in job performance between the use of Open Performance Review and Appraisal System (OPRAS) and Confidential Appraisal System (CAS) methods. The study employed qualitative research methodology using case study, particularly single embedded case study design. A total of 50 respondents sampled from five schools that constituted a district education officer, a statistics and logistics officer, five heads of school, 35 teachers and eight academic masters were used. The respondents were sampled using purposive and snowball techniques. Relevant data were collected through interviews, documentary reviews and focus group discussion. The qualitative data were subjected to content analysis. The findings revealed the following: firstly, a few teachers preferred the use of Confidential Appraisal System (CAS) because; it helped them to maintain patriotic behaviour towards their teaching career, maintained teachers’ autonomy and made teachers perform their duties without caring about assessments. Secondly, many teachers prefer the use of Open Performance Review and Appraisal System (OPRAS) as their PAS method because of provision of feedback, transparency and a sense of ownership through the involvement of teachers in setting objectives. Thirdly, challenges teachers encountered in CAS were, biases of school heads, conflicts between teachers and heads of school, absence of feedback, lack of transparency, absence of trustworthiness, difficulty in promotions delay track, neglected teachers’ setbacks and enforcement of humility to heads of school. Fourthly, the challenges inherent in the use of OPRAS were identified as, insufficient training, lack of transparency, lack of sufficient science teachers, increased conflicts, reduced authenticity, biases, lack of teaching facilities, inappropriate in teaching career, time consuming, lack of teachers’ patriotism and being theoretical oriented. Fifthly, few teachers said performance was high during the use of CAS because of teachers’ patriotism to their career and uninterrupted teaching routines. Moreover many teachers agreed that performance is very high in the use of OPRAS compared to CAS because of feedback provision, transparency, and knowledge of the appraisal process and finally the presence of strategic goals. The study concluded that (1) most of teachers prefer the use of OPRAS to CAS, (2) OPRAS consists of more challenges in application compared to CAS and (3) most of the teachers perceive that performance is very high when OPRAS is used as PAS. On the basis of these findings, the study recommends that the government should introduce appropriate PAS methods that will fit in the educational sector rather than generalising similar PAS methods across all public sectors. Secondly, heads of educational departments from district to the ministerial levels should understand the real grounds of the implementers of PAS and their perceptions regarding their effectiveness. Thirdly, the government should find ways on how to resolve the challenges to improve the effectiveness of PAS. Finally, heads of school should increase effectiveness in supervision of teachers to avoid misdemeanors that can lead to teaching ineffectiveness
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2831.666T34J32)
Keywords
School management and organization, Teachers, Public schools, Secondary schools, Kilombero district, Morogoro region, Tanzania
Citation
Jacob, J. (2015) Perceptions of teachers on the effectiveness of performance appraisal system methods in public secondary schools of Kilombero district, Morogoro Tanzania, Master dissertation, University of Dar es Salaam, Dar es Salaam