Abstract:
The purpose of this study was to explore the head teachers’ attitude towards staff
performance appraisal and its impact on school performance. A descriptive survey
design was used for the study and a structured questionnaire was employed for data
collection. The objectives of the study were to examine the attitude of the head
teachers towards conducting staff performance appraisal, assess the knowledge of the
head teachers on conducting staff performance appraisal and to assess the impact of
staff performance appraisal on school’s performance. A sample size of fifty (50) head
teachers in the Afigya Kwabre North District was selected using purposive sampling.
The data was analysed and presented in tables with percentages and frequencies. The
major findings of the study were that staff performance appraisal in Junior High
Schools, results in specific target that contribute to the success of wider professional
development and good teaching; impacts positively on school’s performance and
develop teachers to present lesson systematically. Attitude of head teacher were
influenced by some challenges including, uncooperative attitudes of teachers and lack
of incentives and rewards in staff performance appraisal among others. Based on the
findings of the study it is recommended among others that incentive package and
rewards be given to head teachers to enable them to conduct effective staff
performance appraisals in Junior High Schools.
Description:
A Dissertation in 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 Arts (Educational Leadership) degree
DECEMBER, 2020