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.