The advocacy of an appraisal system for teachers: a case study (original) (raw)
Related papers
Effectiveness of Performance Appraisal Systems on Teachers’ Professional Development and Growth
Scholars journal of arts, humanities and social sciences, 2021
Original Research Article They are perceptions that performance appraisal systems are so efficient and effective in improving employees' performance and upholding accountability to such an extent that various developed countries are practicing them. However, some now question their success in improving employee performance arguing instead that they weigh heavily toward accountability rather than toward the growth and development of teachers and their teaching practices. This paper therefore explores the effectiveness of the performance appraisal systems on teachers' professional development and growth in ten selected primary schools in Masvingo District of Zimbabwe. The study employed a mixed method approach using both qualitative and quantitative research methods. Data generation was through an interview guide and a questionnaire using purposive sampling. In all, 30 participants comprising 10 heads of schools and 20 teachers took part in the study. Findings from this study reveal that teachers resent their performance appraisal system because they do not get any value from it. They view it, as an instrument required more by their employer who uses it for accountability purposes in selecting eligible teachers for promotion to deputy head or headship posts. Findings also confirm how the performance appraisal system seemingly fails to contribute to the growth and development of teachers or their teaching practices. School heads are not effective and efficient in implementing the system. These findings suggest that the current performance appraisal system in primary schools is for accountability purposes on the part of the employer and does not in any way address the weaknesses noted on the part of the employee through training and development.
The International Journal of Business & Management, 2020
According to Goldstein (2006), teacher performance management is a continuous process of identifying, evaluating and developing the work performance of teachers, so that the goals and objectives of the school are more effectively achieved, while at the same time benefiting teachers in terms of recognition of performance, professional development and career guidance. The performance management system covers activities beginning with goal setting at the level of the entire organization and ends with appraisal of performance of employees, followed by rewards and consequent management (SHRM India 2012). Teacher Perception towards the performance appraisers and the system in general is important because it is likely to influence perceptions about effectiveness of an appraisal system. The mindset of a teacher during the performance appraisal has a likelihood of impacting on the engagement between an employee and his or her evaluator (Wendy et al,2012). A study by Russell and Goode (2018), confirms that there is a positive influence between fulfillments on appraisal process with satisfaction on an appraisal source. Performance appraise have been subjected to many of criticisms, often associated with injustice in the way they conduct the process Inevitably, the appraisers can be impartial or at least perceived as such and be subjected to allegation of favoritism and inconsistency. Globally Performance Appraisal (PAs) can be traced in France in the 1970s with the aim of reforming State-Owned Enterprises by committing government employees into achieving predetermined targets (OECD, 2014).
Effective Performance Appraisal Systems in Competitive Schools
International Journal of Science and Research (IJSR), 2016
Performance appraisal systems need to be effective in improving or sustaining employee performance, otherwise they are a sheer waste of time and money spend on development and implementation. From literature analyses, it became clear that the most significant factor in determining performance appraisal system effectiveness is the acceptance of its users. In a school setting the users are the School Head, Deputy Head, Heads of Departments and all the teachers. In carrying out the study, the researcher took a sample of ten private secondary schools and ten public secondary schools drawn from five of the ten provinces in Zimbabwe. The five provinces are Mashonaland West, Mashonaland East, Mashonaland Central, Harare and Midlands. From each of the five provinces, two private secondary schools and two public secondary schools were chosen. Purposive sampling was used to select information-rich participants for the semi-structured individual interviews. The participants in this case comprised of twenty school heads, twenty heads of departments and twenty senior teachers (ten from public secondary schools and ten from private secondary schools in each category). Stratified, Simple Random and Convenient sampling methods were used for other participants. The Questionnaire Survey was administered to three hundred teachers from private secondary schools and three hundred teachers from public secondary schools. The simple averages, percentages, Chi-Square generated by the use of SPSS 16.0 and Micro Soft Excel were used to analyse the data. Participants have shown their concerns about lack of communication, less emphasis on performance review meetings and uni-source performance evaluation system. However, private secondary schools have implemented new Performance Appraisal system with more emphasis on training. In public secondary schools, teachers are concerned about their training needs and comprehensive performance evaluation. Current research in this paper, has explored number of operational issues regarding ineffective communication between heads and teachers. The study showed that reality was far from the ideal. Heads stressed time pressure. Teachers are less motivated because they are not been encouraged by their heads. Appraisal process is ambiguous because of no clear guidance for conducting it. Teachers and heads use to hesitate performance reviews for avoiding potential conflicts and incompetence of department heads because of no training for this process. The survey and interview findings clearly suggested that there is a need to improve the mechanisms and procedures for the management and implementation of the teacher appraisal process in Zimbabwe by training both the appraisees and appraisers; making the whole process transparent by providing feedback to all stakeholders, especially the appraisees; and reviewing the appraisal system. It is evident that this matter urgently requires major steps being taken. In other words, an effective teacher appraisal system should enable teachers to gain more knowledge and skills so that they may be empowered and thus confident in their service delivery.
Opinions of School Administrators on the Performance Appraisal System in Education
The performance evaluation system is one of the elements of the New Public Administration approach which is put forward to make valid the principals of business management in the public sector. Based on the literature and the opinions of the school administrators, the operability of the performance evaluation system is reviewed and discussed in this study. With the survey made within the study, the school administrators', worked in the common public schools in the 2012-2013 school year in Afyonkarahisar city of Turkey, on the performance evaluation system are tried to be determined, taking into consideration the teacher evaluation and the operation of the performance system aspects of it. According to the results deduced from the findings of the survey, the school administrators partly agree with the opinions that the division of teachers to the career stagesprovokes them to improve their abilities and increases their motivation for work. The gender and status at work parameters significantly change the opinions. The women administrators, compared to the men and the administrators who are master teachers, compared to the ones who are just teachers, have more positive opinions about the division of teachers to the career stages. The surveyed administrators agree positively above the mean with the statementsthat constitutes the factor of performance system operation in education, thosestate the idea that the performance evaluation can be applied objectively, justly, and to increase productivity of workers. There is no significant difference in the opinions of the school managers according to the different parameters. When the scale used in the survey is taken into consideration, the school administrators agree positively at mean with the performance evaluation system in the area of education. There is a significant difference between the opinions of the school administrators about the performance system according to their teachership status. The school administrators who are master teachers have more positive opinions about this issue, compared to the ones who are just teachers. According to the qualitative data reached by the survey, most of the people who have declared their opinions written (14 ones) doubt whether or not the performance evaluation system can be applied justly, objectively and sufficiently.
Teacher quality, appraisal and development: the flaws in the IQMS
Perspectives in Education
This article addresses the issue of how to monitor and develop the quality of teaching in schools by identifying the international lessons of teacher appraisal, monitoring and support systems and by interrogating the recently introduced South African Integrated Quality Management System (IQMS). The aim is to show why teacher monitoring and appraisal systems work differently, depending on their purposes, forms and conceptual framework about how they contribute to teacher development. The article argues that the educator component of the IQMS makes problematic assumptions about educator quality and improvement in South African schools. It is not aligned with the status and work of most educators, and over-estimates the implementation readiness of the majority of schools as well as the appraisal and support capacity of senior school and district management. The challenge is to make educators behave and be treated as professionals, as well as to manage the inevitable tensions of apprais...
PONTE International Scientific Researchs Journal
The success and effectiveness of a performance evaluation system is dependent not only on its design, but also largely, on the implementation process, that is, a well-designed evaluation system which is not well implemented will surely fail in its mandate. The purpose of this study was to explore the implementation process of Results Based Management (RBM) system and establish the relationship between the process and its effectiveness in one district of Zimbabwe. The study was situated in the pragmatic worldview, and the convergent mixed method design was used. A total of 310 teachers were randomly selected to participate in the survey, while 12 key informants were purposefully selected for the interviews. The study established that the teachers do not have adequate knowledge and understanding of the performance evaluation system, teacher performance is hardly monitored throughout the appraisal cycle and that there is a statistically significant relationship between the implementation process and effectiveness of RBM. In view of these findings, this study concluded that RBM was introduced prematurely, the evaluation process was merely a compliance and perfunctory exercise and that the implementation process has negatively impacted the effectiveness of RBM in this district. We, therefore, recommend that institutional preparedness and readiness should be ascertained before introducing a new system, there should be ongoing training for both evaluators and evluatees, and the number of external evaluators who should actively monitor the process and certify the final score should be increased.
2014
Evaluation of Employees’ current or past performance against standards set by organizations is essential to the realization of the organization’s goals. The government of Kenya identified education as a key player to the realization of vision 2030; the core of which is access and quality education. Therefore the issue of teacher performance is paramount to quality education. This research sought to establish teachers’ perception of performance appraisal practices in public Secondary Schools in Limuru District. The study was guided by the following objectives: To establish the extent to which the head teachers and their deputies have been trained on administration of teacher appraisal in public secondary schools in Limuru District, establish the extent to which teacher appraisal reports were instrumental in identication of staff development needs and also establish the extent of teachers awareness on the significance of performance appraisals in the teaching profession in Limuru Dist...
European Journal of Education Studies, 2018
Performance appraisal system is lately adopted by most companies and organizations to evaluate individual employee in order to get a clear picture of the specific employee. As much as the organizations have taken up the initiative of developing the tool, questions like is it useful, has it impacted on the productivity of these employees and how effective is it must be answered and well ventilated. The study dwelled and sought to answer the above questions on Teachers Service Commission of Kenya’s performance appraisal system through the teachers it has employed in the public schools in Garissa township sub-county. It was, through this research, found out that the general perception level among teachers towards the tool is positive. Teachers have seen it to be a good idea. It was also found that majority of the respondents were satisfied with the effectiveness of the system. The tool is quite effective in achieving the objective it was developed for. However, respondents were for the...
Compliance to Performance Appraisal in Public Primary Schools in Gilgil Sub-County in Kenya
Performance appraisal (P.A) is being seen as an important tool in performance management of teachers and educators all over the World. In Kenya, even though the Teachers Service Commission (TSC) has introduced performance appraisal in public primary schools, its uptake by teachers' seems sluggish. Studies indicate that P.A can be effective and efficient only if it is properly applied and owned by teachers (appraisees).