PERCEPTIONS OF HEAD TEACHERS AND TEACHERS ON THE ANNUAL PERFORMANCE APPRAISAL SYSTEM IN SELECTED PRIMARY SCHOOLS OF LUSAKA DISTRICT.
| dc.contributor.author | Nyeleti, Jenipher | |
| dc.date.accessioned | 2019-05-22T07:11:15Z | |
| dc.date.available | 2019-05-22T07:11:15Z | |
| dc.date.issued | 2018 | |
| dc.description | Thesis | en |
| dc.description.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. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/5882 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Education appraisal--Schools | en |
| dc.subject | Appraisal teachers--Zambia | en |
| dc.title | PERCEPTIONS OF HEAD TEACHERS AND TEACHERS ON THE ANNUAL PERFORMANCE APPRAISAL SYSTEM IN SELECTED PRIMARY SCHOOLS OF LUSAKA DISTRICT. | en |
| dc.type | Thesis | en |