| dc.description.abstract | This study investigated the contribution of appraisal practices to the performance of academic staff at All Saints University Lango (ASUL), Uganda.
The specific objectives were: to examine the contribution of evaluation by students to the performance of academic staff at ASUL, to assess the contribution of faculty appraisal to the performance of academic staff at ASUL, and to ascertain the contribution of feedback to the performance of academic staff at ASUL. The study was guided by the Equity Theory and Goal Setting Theory, and related literatures reviewed. A cross-sectional survey design involving both quantitative and qualitative data collection was employed. Overall, 186 respondents comprising of 7 university administrators, 26 academic staff and 153 students were assessed. Spearman’s rank correlation coefficient was used to test the contribution of appraisal practices to the performance of academic staff at ASUL. Findings demonstrated that evaluation by students, faculty appraisal as well as feedback contributed significantly to the performance of academic staff at ASUL. Regression analysis for students and academic staff responses indicated that 13.5% and 50.3%, respectively of the variations in the performance of academic staff at ASUL is explained by feedback, evaluation by students and faculty appraisal with feedback being the best predictor.
The study concluded that appraisal practices significantly contribute to the performance of academic staff at All Saints University Lango. Based on the findings and conclusions, the study recommends that: Performance appraisal should not only be conducted to rate the performance of academic staff in the past period but the focus should be to strengthen areas of success and improve on areas of weakness in the future. There should be continuous discussion sessions between the university administrators and the teaching staff on matters regarding performance appraisal. | en_US |
