Browsing by Author "Vickyayugi, Pamela"

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    Appraisal and Teacher Performance in Public Primary Schools in Gulu District
    (Uganda Management Institute, 2018-03) Vickyayugi, Pamela
    The study investigated the relationship between appraisal and teacher performance in public primary schools in Gulu district. The objectives of the study were; to investigate the relationship between management by objectives and teacher performance in public primary schools in Gulu district, to investigate the relationship between teacher based evaluation and teacher performance in public primary schools in Gulu district, and to investigate the relationship between 3600 feedback appraisal and teacher performance in public primary schools in Gulu district. A cross-sectional survey research design was used for this study. Simple Random Sampling was used to sample respondents. Data were collected using questionnaires surveys, documentary review and interviews. The collected data was analyzed using descriptive statistics in the form of frequencies and percentage tables with the aid of SPSS (Statistical Packages for Social Scientists). Qualitative data was transcribed, organized into various emerging themes guided by the objectives of the study and reported in a narrative way Findings revealed that appraisal of teachers on adequacy of planning and preparation by heads of departments and subject heads before attending classes assisted on improvement of students’ academic performance to a large extent at 70(72.2%), 67(69.1%) and 57(58.8%) respectively. Appraisal of teachers on adequacy of classroom environment by school principals assisted on improvement of students academic performance to a large, medium and small extent at 57(59%), 28(29%) and 12(12%) respectively. Appraisal of teachers’ on professional responsibilities assisted in improvement of students’ academic performance to a large, medium and small extent at 54(56%), 31(32%) and 12(12%) respectively. 67(69%). teachers acknowledged that appraisal of teachers during classroom instructions assisted in boosting students academic performance to a large extent while 30(31%) held a contrary opinion. The study concluded that Appraisal has a weak positive influence on teacher performance and therefore teachers should be given clear goals which should be communicated early to avoid misunderstanding during evaluation. There is need for sensitising teachers and head teachers on the need for appraisal as well as provide feedback on instructional matters early enough to encourage teachers to improve on their performance.