The interactive staff performance appraisal process and tutors’ effectiveness in primary teachers’ colleges of Central Uganda

Abstract

This study investigated the influence of interactive staff appraisal (ISA) on tutors’ effectiveness in primary teachers’ colleges (PTCs) in central Uganda. I sought to identify tutors’ perception of the Interactive Staff Appraisal process, the effects of feedback on tutor and, the level of objectivity of the IAS in PTCs. A cross-sectional research design was adopted and data was collected using semi-structured questionnaires and in-depth interviews. Qualitative data was analyzed using content analysis while quantitative data was analyzed using descriptive statistics such as frequencies and percentages. The study findings revealed a common perception of the Interactive Staff Appraisal process as involving the assessment of the employees’ work performance during the review period relative to specific indicators. Both verbal and written feedbacks were commonly used by the appraiser to inform the appraisee of his/her performance concerns. Consequently, the staff appraisal system in PTCs was fairly rated to a great extent because it was based on agreed upon goals and objectives, conducted by trained people and involved feedback among others. This is inspite of a few problems encountered by both the appraiser and appraisee. In order to improve Interactive Staff Appraisal and tutor productivity, the study recommends sensitization of all parties involved in the tutor appraisal process, professional collaboration between the appraisee and appraiser, with regular meetings between the parties concerned to negotiate appraisal purposes and outcomes and; a definite and deliberate attempt to focus staff appraisal on objective factors that are measurable and job-related.