The Relationship between Appraisal Practices and Teachers’ Instructional Delivery Methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda

Prudence Kyasimire; Irene Aheisibwe; Enoch Barigye

doi:10.37284/eajes.5.2.653

Prudence Kyasimire Bishop Stuart University
Irene Aheisibwe, PhD Bishop Stuart University
Enoch Barigye Bishop Stuart University

DOI: https://doi.org/10.37284/eajes.5.2.653

Keywords: Relationship, Appraisal Practices, Teachers’ Instructional Delivery Methods, Primary Schools

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Abstract

The study established the relationship between appraisal practices and teachers’ instructional delivery methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda. A descriptive survey design was adopted. The target population of this study comprised of head teachers, teachers in the Primary schools and inspector of schools in Isingiro north constituency. Questionnaires were used to collect data from respondents. The results indicated that there was a positive statistically significant relationship between appraisal practices and teachers’ instructional delivery method (The p =0.000<0.01). It was concluded that there was a positive significant relationship between appraisal practices and teachers’ instructional delivery. It was recommended that the ministry of education should enhance goal setting practices and link attainment of goals with rewards to continue improving the teachers’ instruction delivery in primary schools. Head teachers should provide regular and timely feedback to teachers. Head teachers should ensure that performance feedback is free from errors based on personal bias like stereotyping to have positive effect on instruction delivery

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