Performance appraisal systems and tutors performance in primary teachers’ colleges; A case of greater Masaka

Abstract

This study delved into the impact of performance appraisal systems on tutors’ performance in Primary Teachers’ Colleges in Greater Masaka Region. Motivated by the desire to find out the impact of appraisals on workers’ performance in Primary Teachers’ Colleges (PTCs) in Greater Masaka, the study was grounded on the prepositions of goal setting theory advanced by Locke (1960). Examination of reports on staff appraisal from the point of view of goal setting theory led to the hunch that poor performance of some tutors may be related to the system through which the tutor performance and competences are appraised. Thus, the study undertook to verify the following objectives: To identify performance indicators of the tutors in Primary Teachers’ Colleges, there was also a need to assess the impact of the existing performance appraisal systems used in Primary Teachers’ Colleges and the researcher endeavoured to establish the relationship between performance appraisal systems used in PTCs and tutors performance. The study adopted the triangulation design in which sixty six (66) respondents from Greater Masaka region PTCs took part in the study. The population of the study includes Principals, Deputy Principals and tutors. The participants were selected using simple random and purposive sampling techniques. Both qualitative and quantitative data were collected using questionnaires and interview guides to collect the required data. The findings of the study were analyzed using frequency counts and percentages. Research findings revealed that punctuality, team work and meeting deadlines were one of the major indicators of performance in Primary Teachers’ Colleges. It was further revealed that BAR, MBO and peer based evaluations were among the common performance appraisal methods most preferred by raters in colleges. The study findings showed a positive correlation between performance appraisal systems and tutors performance. The researcher recommended that PTCs should adopt contemporary work performance appraisal methods which promote career growth and development with a view of enhancing effectiveness and efficiency of tutors in Primary Teachers’ Colleges found in Greater Masaka.