Effectiveness of teachers’ appraisal practices on student academic performance in government aided – U.S.E secondary schools in Pallisa District
Abstract
The study sought to examine the effect of teacher’s appraisal practices on student
academic performance in government aided schools in Pallisa District. This study
outlines the most relevant issues concerning teacher appraisal practice in government
aided USE secondary schools in Pallisa District guided with the following objectives:
To establish the effectiveness of teacher appraisal practice in government aided USE
secondary schools in Pallisa District ,to establish the effect of school environment on
student academic performance, to establish the relationship between teacher appraisal
practice and student academic performance in government USE aided secondary
schools in Pallisa District. Descriptive survey design guided the study. This enabled
the researcher to collect and analyse date using both qualitative and quantitative
approaches. The study sampled 118 respondents for the study which included; 6 Head
teacher, 6 Deputy Head teachers, 6 Directors of Studies and 100 Teachers. Purposive
and random sampling techniques were applied in selecting appropriate samples used
in the study. Data collection was done using a structural questionnaire and interview
guide. The collected data was analysed using descriptive statistics in form of
frequencies and percentages, tables with the aid of SPSS (Statistical Packages for
Social Sciences). Qualitative data was transcribed, organised into various themes in
accordance to the objectives of the study and reported in a narrative way. Findings of
the study revealed that; 57.8% of the respondents agreed that teacher appraisal
practice was effective in government aided USE schools because teachers knew how
they were rated to a large extent on students’ academic performance. 66.7% agreed
that time management in a school environment affects performance to a large extent.
70% of the respondents agreed that there is a relationship between teacher appraisal
practice and student academic performance to a large extent. Basing on the findings of
the study, it was recommended that: The main stakeholders in the school as regards
teachers’ appraisal practice and students’ academic performance are teachers.
Therefore, teachers have to be involved in the modification of the guidelines and
setting of targets and objectives of the appraisal practice.
The head teachers and heads of departments charged with appraisal should give
feedback after appraisal, so as to show the teachers what problems they have and how
best to solve such problems identified.
Teachers must therefore be motivated through various ways which may include;
organization of seminars and workshops, upgrading, performance appraisal, timely
payment of salaries and wages, providing the required physical facilities like
laboratories and verbal encouragement. This would go a long way in motivating the
teachers which will in turn improve the students` academic performance.
The school management should use teachers’ appraisal practice for professional
development as a practice of problem identification mechanism.