Teachers perceptions on performance appraisal system in Junior High Schools at Asokore Mampong municipality

Abstract

The main objective of the study was to investigate the performance appraisal practices and teachers perceptions at Junior High Schools in Asokore Mampong Municipality. This study employed descriptive survey research design. The population comprised private and public teachers at Junior High Schools in Asokore Mampong Municipality. Purposive sampling was used to select 160 teachers. Questionnaire was used to gather data from the respondents. The pilot-test yielded a reliability coefficient of 0.711. The data gathered were analyzed using descriptive statistics. The finding revealed that heads organized in-service training for the teachers, encourage teachers whose performance are below expectation, conducts follow-up visits after appraisal, inform teachers of the purpose of the appraising performance and meet teachers to discuss report from the appraisal system. The study showed teachers perceived appraisal systems as an effective tool to ensure effective communication, helps to identify teachers strength and weaknesses, and is not for promotion. It appeared from the study that teachers should be informed of the purpose of appraising, heads should invite teachers and discuss report with teachers, and performance appraisal reports should be reliable and useful for providing feedback to improve teacher performance. Conclusion was made that strategies need to employed in order to improve teachers participation and effectiveness of performance appraisal process. It was recommended that teacher must have clear understanding of the appraisal system. Everyone needs to understand the goals of the performance appraisal process. Without understanding, the process will be fraught with confusion and mistrust.