Performance appraisal and tutor job performance in selected primary teachers' colleges in central region in Uganda
Date
2017-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kyambogo University (unpublished work)
Abstract
The study was conducted in four Primary Teachers' Colleges in Central Uganda to establish
the effect of performance appraisal practices on tutor job performance. The main objective
was to establish the effect of performance appraisal on tutor job performance in Primary
Teachers' Colleges in Central Uganda while the specific objectives were to: find out the status
of performance appraisal in PTCs in central Uganda: To establish tutors ' perceptions on the
effect of prevalent performance appraisal practices on tutor job performance and to find out
performance appraisal practices which enhance tutor job performance.
The study included 20 college administrators who were purposively sampled, 90 tutors
selected and 553 students selected using random sampling. A cross sectional survey design
was adopted and mixed methods data collection approaches were used. Quantitative data was
collected through a survey using questionnaires and was analyzed descriptively using SSPS
for frequencies and percentages. Qualitative data from inter yiews and document analysis was
analyzed during the collection process, coded and organized under themes to derive
conclusions which supplemented the quantitative findings.
The findings revealect that all colleges performed performance appraisal and all tutors were
involved. There are however areas that needed to be improved upon in the exercise to have it
achieve its objectives. It was also established that performance appraisal affected tutor job
performance as tutors were either motivated or de-motivated by the status, process and
outcomes of the evaluation.
The study recommended that: performance appraisal criteria are clearly communicated to
tutors to make them aware of the college expectations. There are constant updates on ways of
conducting evaluations by training appraisers to gain competency in their roles. Performance
targets are aligned to the tutors' job descriptions to help them execute their actual roles and
responsibilities. The activity embraces fairness and equity in its processes in order to win
tutors' trust and cooperation. Performance appraisal is fully supported and its activities
integrated in the college work plan and budgets to allow proper execution and facilitation of
identified plans of action for the tutors. Rewards and sanctions from the performance
appraisal outcomes are communicated and executed fairly and equitably.
Description
x, 88 p. ;
Keywords
Performance appraisal, Tutor job performance, Central region, Uganda
Citation
Iga, Charles (2017) Performance appraisal and tutor job performance in selected primary teachers' colleges in central region in Uganda