Performance appraisals and teachers' career development in government-aided secondary schools

Abstract

The study was; Performance appraisals and teachers career development in government- aided secondary schools, Masaka city. It adopted Model of Goal-Setting Theory. The objectives were; 1) To investigate performance appraisal goal properties influencing teachers career development in government aided secondary schools of Masaka City. 2) To investigate performance appraisal moderators influencing teachers career development in government aided secondary schools of Masaka City and 3) To investigate performance appraisal mediators influencing teachers career development in government aided secondary schools of Masaka City. The research questions were 1) What performance appraisal goal properties influence teachers career development in government aided secondary schools of Masaka City? 2) What performance appraisal moderators influence teachers career development in government aided secondary schools of Masaka City? and 3) What performance appraisal mediators influence teachers career development in government aided secondary schools of Masaka City? The study design was interpretive phenomenological. The study population was composed of head teachers, deputy head teachers and teachers. The findings were; teachers are set specific, straightforward and challenging performance goals for duty performance which contribute to short-term trainings than long term trainings. No training goals are set for teachers at appraisal but short-term trainings arise during the course of duty. Teachers have basic knowledge and skill abilities for duty performance; are confident, committed to delivering their duty performance goals and receive regular feedback for each appraisal period. Many teachers noted that they needed more digital related skills to deliver on their performance goals. For goal mediators at appraisal and career development, after appraisals, teachers exhibited persistence for duty performance than career development. Persistence would be demonstrated by the teachers’ indication that they were patient and worked around several barriers such as looking out for additional resources to enable them deliver on their duties. Some unique notable additional resources include; the engagement of other teachers, getting their own money to attend workshops. However, persistence mediated short-term trainings than long-term trainings. The recommendations were; Teachers and school administrators should advocate for change of appraisal processes and documentations to include training related goals. They could also advocate for the concept of co-leadership. They could advocate for the allocation of money to each teacher for their long-term trainings. City Education Officers could ensure that teachers’ appraisal also include teachers training goals. The conclusions were; government appraisals have specific, straightforward and challenging performance goals for teachers but not training goals. These goal properties marginally contribute to long term trainings for teachers, except for those promoted to supervisory positions. The majority of teachers are left with short-term adaptive trainings which help in achieving the set performance goals. Performance appraisal moderators - competency abilities, commitment, confidence, receiving a feedback and resources allocated in form of personnel, money, digital and literature are linked to contributing to the short-term trainings than longer-term trainings. Complex tasking involving supervisory roles is linked to long-term trainings. Performance appraisal mediators- teachers persistence and implementation strategies (delegating, dividing labor, using internet, training each other) scantly enable career development.