Contribution of Performance Appraisal Systems to Teachers’ Continuous Professional Development in Secondary Schools in Kumi District

Abstract

The purpose of this study was to find out the contributions of performance appraisal systems to teachers’ continuous professional development in secondary schools in Kumi district. This was guided by the following objectives: to examine how management by objectives contributes to teachers’ continuous professional development in secondary schools; to find out how teacher-based evaluation system contributes to teachers’ continuous professional development in secondary schools and to assess how 360degrees appraisal system contributes to teachers’ continuous professional development in secondary schools. Across sectional survey design with a quantitative and qualitative approach was adopted. Purposive and simple random sampling techniques were used to select ninety-one respondents comprising head teachers, deputy head teachers, directors of studies and teachers. Questionnaires and interview guides were used as data collection tools. Data was analyzed using descriptive statistics and inferential statistics. The research findings indicated that most secondary schools do not provide any programme for teachers’ continuous professional development despite carrying out performance appraisal and identifying teachers’ weak areas. Research findings further showed that most schools are challenged financially and are unable to organize training workshops for teachers’ professional development. Finally, it was found that no school sponsors their teachers to go for further studies, teachers take personal initiative. It was recommended that the Ministry of Education and Sports together will all concerned ministries and government bodies should allocate money to schools purposely for teachers’ professional development.