Performance appraisal practices and quality teaching in selected government-aided primary schools in Nyakayojo division Mbarara city, Uganda

Abstract

This quantitative study examined the influence of performance appraisal practices of teachers on the quality of teaching in government-aided primary schools in Nyakayojo division, Mbarara city. Study assesed Study sough to determine the influence of goal setting, feedback practices and Performance Monitering on the quality of teaching in governmentaided primary schools in Nyakayojo Division, Mbarara City Council. Guided by a quantitative research design, data was collected using a structured questionnaire from 89 primary school teachers selected from 5 schools. The descriptive, pearson correlatiion and multiple regression results revealed that; (i) Goal clarity (r=.33, β =0.413, p < 0.05), had a significant contribution to the quality of teaching, for school leaders, provided supportive and transformational guidance to teachers about performance goals, teachers understood their expectations and were motivated to effectively do their teaching roles, (ii) Formal Feedback (β =-0.258, p < 0.05) had a negative influence on the quality of teaching. Though feedback was given to teachers on how to improve their skills for better performance and how to apply the feedback to improve their performance, it actually decreased the quality of teaching. Teachers had average attachment to the teaching profession, since their schools, lacked a positive work environment that endears an employee to improve his career. ; (iii) Both Training (β =0.642, p < 0.05) and promotion (β =0.265, p < 0.05) good positive influences on the quality of teaching. Teachers were more concerned with professional development than promotion. The study concluded that performance appraisal practices a play a pivotal role in bridging the gap between school expectations and quality of teaching. The school heads who exhibited transactional employee management traits in their leadership improved the role performance of their teachers. The study recommended that School leadership in primary schools should be made by MOES a professional development practice rather than standards enforcement activity of government, so that teachers can fully benefit from it in terms of appropriate goal setting, feedback and performance management.