PERCEPTIONS OF HEAD TEACHERS AND TEACHERS ON THE ANNUAL PERFORMANCE APPRAISAL SYSTEM IN SELECTED PRIMARY SCHOOLS OF LUSAKA DISTRICT.
Date
2018
Authors
Nyeleti, Jenipher
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The aim of the study was to investigate perceptions of head teachers and teachers on the Annual
Performance Appraisal System (APAS) in selected primary schools of Lusaka District. It was an
exploratory study that used qualitative research design. To undertake the general objective, three
(3) specific objectives were designed, these included: (1) to explore perceptions head teachers and
teachers hold concerning APAS; (2) to examine ways in which APAS had motivated teachers in
primary schools (3) to investigate levels of employees’ satisfaction on the Annual performance
Appraisal System. The sample size comprised twenty respondents, these were as follows: five head
teachers from each sample primary school, three class teachers from each school giving a sample
size of twenty (20) respondents. The research instruments used in this study were questionnairesinterview guides and focus group discussions.
The study revealed that teachers lacked proper understanding of APAS which had resulted in the
development of negative perceptions and attitudes toward the system. The study revealed that the
majority of teachers did not see the importance of APAS to their career because the system was
not perceived to be yielding tangible results. The findings indicated that APAS was not valuable
to teacher’s profession. It was further revealed that the majority of teachers were not motivated
with appraisal systems, and that head teachers were not playing their major role of providing
trainings and initiating programs that would help in developing teachers’ weaknesses.
Furthermore, it was revealed that teachers were not satisfied with APAS, there were no teacher
participation and involvement in appraisal process, no coaching and monitoring was conducted
througnecessary skills of evaluating employees. One of the major recommendations made by this study
was that the MOGE should provide trainings and workshops to ensure that supervisors involved
in appraising teachers acquire adequate skills needed for conducting appraisal process.
Description
Thesis
Keywords
Education appraisal--Schools , Appraisal teachers--Zambia