Teachers' perceptions about performance appraisal system in the Offinso municipal education directorate

Abstract

Performance appraisal is a mechanism for determining the performance levels of employees in any organisation based on which reward and remedy programmes are implemented. Classroom teachers have a perception of the performance appraisal system at the school level as geared towards only promotions. This perception held by many classroom teachers impedes the level of their contribution to the appraisal process. The perception is addressed within four principal objectives. The study used both quantitative and qualitative approaches in the collection of data using Offinso Municipal Education Directorate as a case study. Probability and non-probability sampling techniques were adopted in the study. Collection of data for the study was principally based on the use of questionnaire for both classroom teachers and head teachers. Analysis of data was through the use of Statistical Package for Service Solutions (SPSS) Version 12 and Excel. The results of the study were that assessing performance of teachers on the job require the use of standards and involvement of teachers in the process. Performance appraisal is for many purposes than promotions. It is recommended that classroom teachers need to play a central role in the process of appraisal, while head teachers equally need to be trained to acquire appraisal skills, empowering them to be confident and responsive to that function.