Performance appraisal and tutor job performance in selected primary teachers' colleges in central region in Uganda

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.