Performance appraisal and teacher productivity in government aided Secondary schools a case of Kampala capital city
Abstract
This study was to establish the relationship between the performance appraisal and teacher
productivity in government aided secondary schools in Kampala Capital City. The study was
concerned with; establishing the status of performance appraisal in selected Government Aided
Secondary Schools in Kampala Capital City, and to examine the performance appraisal practices
that enhance teacher productivity in selected Government Aided Secondary Schools in Kampala
Capital City. The study sample was selected through sample random and purposive sampling
technique which comprised of; one director of education and social services, 5 divisional
inspectors of schools, 5 head teachers and 92 teachers. Data was collected through self
administered questioners and interview guide. The study established that performance appraisal
practices are objective and the findings also revealed that all teachers are subjected to
performance appraisal. The findings further revealed that teachers promoted according to
excellent performance. The study therefore recommended that; Teachers should be involved in
the modification of the guideline; objective setting and the school management should give
feedback after performance appraisal immediately So as to show the teachers what problems
they have and how they can solve them. The study further recommended that School
management should use performance appraisal to promote teachers so as to motivate them to
work hard to archive the school objectives.