Current Practice of Performance Appraisal System and Tutors’ Performance in Primary Teacher Education Institutions in Uganda: An Exploratory Study
Abstract
This study examined the performance appraisal system currently in use and how it affects tutors' performance in Ugandan primary teacher colleges. It specifically looked at the processes and methods employed in tutor appraisals, how administrators and tutors view the efficacy and equity of these systems, and how appraisal practices relate to tutors' professional performance. The study employed purposive and stratified random sampling to identify 135 respondents, including administrators and tutors. Structured questionnaires and interviews were used to gather data, and multiple regression analysis and descriptive statistics were used for analysis. The results showed that assessments like peer appraisal (β = 0.142, p = 0.022), self-appraisal (β = 0.196, p = 0.005), feedback giving (β = 0.279, p < 0.001), and classroom observation (β = 0.238, p < 0.001) had a substantial impact on tutors' performance. Perceptions of administrators (β = 0.161, p = 0.012), appraisal transparency (β = 0.174, p = 0.014), and appraisal fairness (β = 0.218, p = 0.001) were also important predictors. Regression models explained between 54% and 56% of the variation in tutors' performance (R2 = 0.542 to 0.566), suggesting that tutor effectiveness and rating procedures are highly predictive. The study finds that when implemented properly and with an emphasis on growth, performance appraisal systems significantly improve tutors’ performance. It suggests standardising appraisal instruments, enhancing feedback systems, enhancing appraiser capacity, and coordinating appraisal results with professional growth.
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