Practices and Challenges of Teachers’ Performance Appraisal in Secondary Schools of Goro Woreda, Bale Zone, Oromia

Abstract

The purpose of this study is to assess the practices and challenges of teachers’ performance appraisal in general secondary schools of Goro Woreda, Bale Zone, Oromia. Mixed research methods, more specifically concurrent triangulation design has been used to realize the study. Questionnaires, interview and document analysis have been used as data collection tools. The finding of the study indicated that the criteria of teacher performance appraisal do not initiate teachers, not planned on appropriate time and based on teachers’ rank and there is no pre and post appraisal discussion with teachers and also lack of necessary knowledge of the appraisers on the criteria, lack of necessary training of appraisers, teachers’ attitudes and perception towards teachers’ performance appraisal challenges were identified. Organizing necessary training on teachers’ performance appraisal for teachers, principals and department heads, organize seminars, workshops and other in- service courses on guidelines of teacher performance appraisal and assigning adequately trained appraisers in the successful implementation of the process, are some of the recommendations made.