Performance appraisal practices and teacher effectiveness in government-aided primary schools of nambale sub-county in Iganga District, Uganda

Abstract

The purpose of this study was to examine the relationship between performance appraisal practices and teacher effectiveness in Government Aided primary schools of Nambale Sub- County in Iganga District. The objectives of the study were to examine the relationship between performance planning and teacher effectiveness, assess the relationship between performance monitoring and teacher effectiveness and establish the relationship between performance evaluation and teacher effectiveness. A correlational cross-sectional survey design was adopted and quantitative approach was used in the study. Data were collected using structured questionnaires based on a sample size of N = 101 teachers in government aided primary schools of Nambale Sub county in Iganga District. The study revealed that there is a statistically significant positive relationship between performance planning (r = .276, p = .005) and teacher effectiveness and a strong positive relationship between performance monitoring (r = .294, p = .003) and teacher effectiveness. The study also revealed that there was no statistically significant relationship between performance evaluation (r = .108, p = .281) and teacher effectiveness. Through regression, findings revealed that performance monitoring and performance planning significantly predicted teacher effectiveness (F (1, 99) = 9.394, p = 0.003 <0.05, F (1, 99) = 8.195, p = 0.005 < 0.05) respectively. Performance evaluation (F (1, 99) = 1.173, p = .281 < 0.05,) negatively and insignificantly predicted teacher effectiveness. The study recommended that Ministry of Education and Sports and the local governments should ensure that performance appraisal practices most especially performance planning and performance monitoring are strengthened in order to foster the effectiveness of teachers. Also, there is need to sensitize teachers on the importance of performance evaluation so that they positively receive it in the spirit of support supervision as opposed to mechanism of victimization. The recommendations suggested are not only intended for increasing individual teacher effectiveness, but also overall school effectiveness.