Perceptions of teachers on performance appraisal at Kwabre East Municipality

Abstract

The study was conducted to investigate perception of teachers on performance appraisal in Junior High School at Kwabre East Municipality. This was necessitated by the important role the performance appraisal had played and continues to play in the success of schools. The objectives of the study were to identify performance appraisal methods that exist within junior high schools in Kwabre East Municipality, find out challenges associated with performance appraisal within junior high schools in Kwabre East Municipality and to investigate the effects of performance appraisal feedback on commitment of teachers within junior high schools in Kwabre East Municipality. Descriptive survey design was used for the study. The research population comprised 90 junior high school teachers. Census sampling technique was used to include 90 respondents for the study. Questionnaire with closed and opened ended items were used for data collection. Descriptive statistics such as frequencies, percentages and mean were used to analyse data for the study. The Cronbach alpha coefficient was estimated as 0.78 for the study. The study revealed that heads of schools organized performance appraisal once every year. Most teachers adopted the usage of the modem methods of performance appraisal with ranking and grading. Lack of training and lack of knowledge on the side of appraisers were some of the hindrances of performance appraisal. Performance appraisal feedback ensured a positive attitude towards work. It is recommended that headteachers should engage in frequent evaluation of teachers’ performance. This would help in supporting human resource activities such as promotion, salary administration and identification of strengths and weakness of teachers.