Performance Appraisal Process and Teacher Productivity in Government Aided Primary Schools in Busia District
| dc.contributor.author | Axophery Okumu | |
| dc.date.accessioned | 2024-09-12T11:15:58Z | |
| dc.date.available | 2024-09-12T11:15:58Z | |
| dc.date.issued | 2024-08-13 | |
| dc.description | Postgraduate Research | |
| dc.description.abstract | This study investigated “Performance Appraisal Process and Teacher Productivity in government aided Primary Schools in Busia District”. It used a cross-sectional research design and the objectives of the study were To determine the effect of setting targets on teachers’ productivity in Busia district government aided primary schools; to establish the effect of monitoring on teachers productivity in Busia district primary schools; to assess the effect of performance feedback practices on teachers’ productivity in Busia district government aided primary schools. The study population was 247 with a sample size of 128 respondents. Results showed that schools set targets to which teachers were committed and that the school set targets gave direction to consolidate unique productivity standards in those schools. It was also found out that schools continuously assessed teachers’ productivity levels and that during monitoring teachers are provided with the necessary guidance from the supervisors and also that during monitoring, supervisors are open to suggestions. Finally it was found out that teachers received constructive criticism which enabled me better their teaching proficiency and also that Feedback to teachers facilitated quality of teaching in their schools. It was recommended that since target setting positively affects teacher productivity in their schools; and that schools set targets to which teachers are committed and finally that schools set targets in order to give direction to consolidate unique productivity standard, schools in other regions of Uganda should set targets as a way of improving academic standards in schools. Since during monitoring teachers are provided with the necessary guidance from their supervisors; that teachers received personal support from their appraisers that aided teachers to focus on key areas of weakness for improved productivity, the researcher recommended that monitoring should be a continuous practice in schools. Also, since teachers received constructive criticism which enabled them better their teaching proficiency and also that Feedback to teachers facilitated quality of teaching in their schools, more skills in monitoring and evaluation should be part of the continuous professional development. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11951/1390 | |
| dc.language.iso | en | |
| dc.publisher | Uganda Christian University | |
| dc.title | Performance Appraisal Process and Teacher Productivity in Government Aided Primary Schools in Busia District | |
| dc.type | Thesis |