Staff appraisal systems and teacher performance at Aga Khan Schools in Kampala District

Abstract

The study was concerned with staff appraisal systems and their effect on teacher performance in Aga Khan Schools. The research was guided by two objectives which aimed at establishing the relationship between teacher-based evaluation on teacher performance and establishing the relationship between the school evaluation criteria on teacher performance. By use of the cross- sectional approach, 78 teachers were used as the sample size that was important in investigating the topic at hand. By use of the research hypothesis, the objectives were tested: the two hypotheses, (1) There is a significant relationship between teacher-based evaluations and teacher performance (2) There is a significant relationship between the schools evaluation criteria and teacher performance and Conclusively, it was noted that emphasis was lacking on teacher- based evaluations, the school’s evaluation criteria lacked more detail, organization and emphasis on individual activities. Therefore emphasis was needed on the appraisal process whereby teacher evaluations would be given priority so that teachers feel empowered yet the general school’s evaluation need to be detailed enough in order to measure practical and specific items of performance and also collective action was needed to improve transparency of the system. These were thought to be important in improving the appraisal system to a level where teacher performance would improve.