Is the Role of Teacher Performance Appraisal in Ethiopia Rhetoric or Reality? Convergence Between Knowledge and Implementation and Finding Solutions from the Process

Abstract

This study had two fold purposes. The first purpose was to investigate if there is convergence between the knowledge of both appraisees and appraisers on purposes of teacher performance appraisal and  implementation of teacher performance appraisal in light of the purposes sought in full cycle primary schools of Merhabete Woreda, North Shoa Zone. The other was to suggest solutions based on the examination of process of teacher performance appraisal. Data were collected using questionnaires and interviews. Descriptive survey method was used as a design of research. The study was conducted on eight randomly selected full cycle primary schools selected using urban and rural stratification. Teachers, school administrative committee, students, and parents were participants of the study. Proportionate stratified random sampling technique was employed to select teachers. On the other hand, school administrative committee, students, and parents were selected by using comprehensive sampling, because of their limited population size. Survey questionnaires were developed and administered to 73 teachers, 32 students, and 64 school administrative committee members. Qualitative data were  collected through interview from 24 parents who were involved in teacher performance appraisal in the sample schools. The data collected through the questionnaire were analyzed using Chi-square (χ2), Kruskal – Wallis One Way Analysis of Variance (KWANOVA), and Dunn’s test. While the qualitative data were presented in narratives. The findings of the study revealed that the appraisers and  appraises were aware of the purposes of the current teacher performance appraisal. However, the practice was divorced from the intended purposes of teacher  performance appraisal. Thus, it would be possible to say the role of teacher performance appraisal is rhetoric rather than a reality. The processes under which  teacher performance appraisal takes place seems to contribute to the mismatch between the knowledge and the practice in teacher performance appraisal.  Following the findings several recommendations were forwarded among which one was provision of training for appraisers and appraises on how to conduct teacher performance appraisal.

Key terms: Appraisee, appraiser, Primary school, Teacher Performance Appraisal