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.