Abstract:
The study was conducted to assess the effects of School Performance Appraisal Meeting
(SPAM) on teachers’ performance in Basic Schools in Afigya Kwabre District.
Descriptive survey using questionnaire and interview was adopted. Purposive sampling
technique was used to select all thirty-six (36) Junior High Schools (JHS) where SPAM
was conducted from a total number of eighty-five (85) public basic schools in the Afigya
Kwabre District. The mixed method approach was employed. Purposive sampling was
used to select the District Director of Education, one (1) experienced Circuit Supervisor
and nine (9) Head teachers. Census sampling was used to select all the teachers in the
thirty-six (36) schools SPAM was held. Quantitative data was analysed using descriptive
statistics: frequency counts, percentages, mean and standard deviation. For qualitative
data, content analysis was done based on identified themes and categories of responses.
The interview was transcribed for interpretation and results presented in narrative form.
Findings of the study included; teachers’ needs and interests were not assessed prior to
SPAM. Teachers continued to improve on their performance and funding was a great
challenge. The conclusions were; teachers were still interested and attended SPAM
programme organised for them. The effects of SPAM activities on teachers’ performance
depended on the availability of teaching and learning resources, appropriate physical
infrastructure and supervision, and availability of funds and logistics are likely to
improve the quality of SPAM organisation in the Afigya Kwabre District. The study
recommends that the needs and interests of teachers are assessed at the school level.
Stakeholders should provide the necessary teaching and learning resources and assess
long term funding sources for SPAM programmes.
Description:
Thesis to the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University
of Education, Winneba, in partial fulfilment of the requirements for award of the
Master of Philosophy (Educational Leadership) degree
AUGUST, 2020