Abstract:
The purpose of this study was to examine the effects of teachers’ performance appraisal on students’ academic achievement in primary schools of West Shao zone of Ejersa Lafo District. To address the purpose of the research, mixed research design (sequential explanatory) was used. 101 teachers of the sampled primary schools, 34 appraisal committees, 6 principals and CRC supervisors and 3 District education office experts were included. Simple random, purposive and availability sampling techniques were used to take participants. Questionnaire, interview, document review were major data gathering tools/. The major findings of the study were: Teachers did not participate in planning and the formulation of TPA criteria; those who were engaged in appraising teachers had no adequate training regarding TPA; the process of TPA involves development of action plans; evaluation of performance; and provision of feedback. The performance appraisal feedback characterized by criticism, lack of rewards, and delay to give feedback, there were no ad adequate pre and post appraisal discussions between teachers and appraisers. Most teachers Perceives appraisal as additional work overload. The following are some of the recommendation the schools need to leave the criteria open to teachers for discussion before implementing them, or let teachers and other members of the schools in planning TPA before put into practice and get the approval of District education body. Providing supervisory support was forwarded to overcome the gap between teacher performance result and challenges of students’ low academic result in schools
