Teachers' performance Appraisal Practice and Problems
The case of the selected Secondary schools of North Shoa Zone, Oromia Reginal State, Ethiopia
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The purpose of this research was to assess the current practices of teachers' performance appraisal in the selected secondary schools of Northern Shoa, Oromia Regional State. To conduct this study descriptive method was employed. Out of fourteen government secondary schools in the study area three were selected by simple random sampling techniques. The data were collected through questionnaire, interview and documentary records. The study comprises of 109(72.7%) male and 41(27.3%) female teachers. Additionally, 30(90.9%) department heads, 8 (100%) principals and 13(100%) Unit leaders were incl...
The purpose of this research was to assess the current practices of teachers' performance appraisal in the selected secondary schools of Northern Shoa, Oromia Regional State. To conduct this study descriptive method was employed. Out of fourteen government secondary schools in the study area three were selected by simple random sampling techniques. The data were collected through questionnaire, interview and documentary records. The study comprises of 109(72.7%) male and 41(27.3%) female teachers. Additionally, 30(90.9%) department heads, 8 (100%) principals and 13(100%) Unit leaders were included from the selected schools. Various statistical techniques like percentage, frequency count, t- test, chi- square and SPSS were used to analyze the data. The major finding of the study was that the appraisers (principals, department heads and unit leaders) did not practice teachers' performance appraisal properly at the sampled schools. To mitigate the problems, training and development must be given to the schools' supervisors and principals by concerned bodies. The qualified supervisors and principals should be placed according to the Ethiopian Ministry of Education guidelines.
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