Performance appraisal practices and teachers’ performance in Uganda. A case of selected primary schools in Mityana district.

Abstract

The study examined the relationship between performance appraisal practices and teachers’ performance in primary schools in Uganda with a case of primary schools in Mityana District. Specifically, the study aimed to examine the relationship between annual performance reviews and teachers’ performance, to assess the relationship between performance ratings and teachers’ performance and to analyse the relationship between regular feedback and teachers’ performance. The study adopted a cross-sectional research design and employed quantitative and qualitative research approaches. Simple random sampling and purposive sampling techniques were used to select 133 respondents who were drawn from a population of 200 individuals from categories of headteachers, deputy headteachers, members of the School Management Committee (SMC), the District Inspector of Schools (DIS) and classroom teachers and teachers. A self-administered questionnaire, interview guide and focus group discussion were used to obtain data from respondents under each sampled school. The findings for the first objective revealed that there is a statistically significant positive relationship between annual performance reviews and teachers’ performance (r = .721, p = .000), performance ratings and teachers’ performance also had a statistically significant positive relationship (r = .471, p = .000) and regular feedback and teachers’ performance had a statistically significant positive relationship (r = .731, p = .000). The linear regression analysis indicated that regular feedback has the strongest effect on teachers’ performance given that its Adjusted R Squared .542 was more than that of annual performance reviews (Adjusted R Squared =.510) and performance ratings (Adjusted R Squared =.231) respectively. The study concluded that annual performance reviews can serve as a valuable mechanism for enhancing teacher performance when they are implemented with clarity, consistency and developmental intent. It was also concluded that the potential benefits may be undermined if the rating process is viewed as biased, inconsistent, or disconnected from classroom realities. Based on this, for objective one, it was recommended that the MoES should create and disseminate structured performance review frameworks that clearly outline evaluation criteria, timelines and expectations. For objective two, it was recommended that the DEO and DIS should ensure that teachers are actively involved in the development and review of performance rating systems. For objective three, it was recommended that school Administrators, under the guidance of DEO and DIS, should ensure that every teacher has a personalized development plan based on feedback received