Teachers' perception related to their proficiency is influenced both by non-manipulative teachers' factors (demographic characteristics of the teachers) and manipulative teachers' factors (such as language of delivery, school board, training facilities, etc.)

1. TEACHERS’ PERCEPTIONS OF PERFORMANCE
APPRAISAL PRACTICES AND ITS EFFECTIVENESS
IN SENIOR HIGH SCHOOLS IN THE SUNYANI EAST
AND WEST MUNICIPALITIES.
VERONICAAMPONSAH
2023

2. STATEMENT OF THE PROBLEM
• Teachers were dissatisfied with the entire teacher performance appraisal
procedure
• Teachers’ attitude towards answering of appraisal questionnaires were
very poor.
• Appraisal was only attributed to promotional requirements and
awards
• Not much importance was attached to the appraisal process as teachers
delayed in returning appraisal forms

3. OBJECTIVES OF THE STUDY
1. Assess the nature and types of tools used in teachers’ performance
appraisal and the extent to which heads have been trained on
administration of performance appraisal
2. Establish the relationship between teachers’ performance appraisal and its
effectiveness in the two municipalities
3. Determine the challenges and issues in teachers’ performance appraisal
practices.

4. RESEARCH QUESTIONS
1. What is the nature and types of tools used in teachers’ performance
appraisal and to which extent have heads been trained on
administration of performance appraisal?
2. What relationship exists between teachers’ performance appraisal
and its effectiveness?
3. What are the challenges and issues in teachers’ performance
appraisals practices?

5. RESEARCH METHODOLOGY
• Study Design: The descriptive survey design was used in the study
• Approach: Positivist paradigm
• Population: All the teachers and headmasters in all the 10 senior high schools found in
the two municipalities; Sunyani East and West Municipalities.
• Sample and Sampling techniques :
• Eight senior high schools were purposefully selected due to time and financial limitation
• All the headmasters and headmistresses of the 10 public senior high secondary schools
in the two municipalities equivalent to 100% of the target population were purposively
selected
• The sample for the teachers was determined by using the Yamane formula.
• Data Collection Instruments and Procedure: Structured questionnaire was designed
for the collection of data for the study
• Data Analysis : Statistical Package for Social Sciences (SPSS) and Microsoft Excel
were used

6. RESULTS ON OBJECTIVE ONE
Table 4.4: Heads and Assistants’ Response on Performance Appraisal Methods
Methods Heads Response Assistant heads Response
Yes No Yes No
f % f % f % f %
School administrator
observation
8 80 2 20 9 60.0 6 40.0
Self-evaluation 5 50 5 50 4 26.7 11 73.3
Peer observations 3 30 7 70 2 13.3 13 86.7
Students’ achievement test 3 30 7 70 4 26.7 11 73.3
Student survey 0 0 10 100 0 0.0 15 100.0
Parents report 0 0 10 100 0 0.0 15 100.0
A combination of the above 50 50 50 50 9 60.0 6 40.0
All the above 1 10 9 90 1 6.7 14 93.3

7. RESULTS ON OBJECTIVE ONE
Table 4.5: Teachers’ Response on Performance Appraisal Methods
Methods Teachers’ Response
Yes No
f % f %
School administrator observation 160 60 106 40
Self-evaluation 65 24.38 201 75.6
Peer observations 20 7.5 245 92.2
Students’ achievement test 0 0 0 0
Student survey 38 14.38 228 85.6
Parents report 3 1.25 263 98.9
A combination of the above 50 18.75 216 81.1

8. RESULTS ON OBJECTIVE TWO
• Table 4. 10: Teachers’ Opinion on most effective methods of performance appraisal
No. Items Response
E SE NE Total M SD
1 School administrators’ observation F 201 0 65 266 2.51 2.130
% 75.56 0.00 24.44 100.00
2 Peer observation F 120 0 146 266 1.90 1.643
% 45.11 0.00 54.89 100.00
3 Self-evaluation F 201 0 65 266 2.51 2.130
% 75.56 0.00 24.44 100.00
4 A combination of methods F 201 0 65 266 2.51 2.130

9. RESULTS ON OBJECTIVE THREE
• Table 4. 20: Teachers’ responses on challenges and issues of performance appraisal
No. Items Responses
SA A U DA SDA Mean SD
1 Personal bias of evaluators are problem of performance
appraisal
F 100 52 62 16
3.29 2.98
% 13.75 37.5 19.38 23.13 6.25
2 Appraisers lack of the necessary knowledge, skill and
experience.
F 12 93 70 73 18
3.03 2.68
% 4.38 35 26.25 27.5 6.88
3 Students aren’t mature enough to rate their teachers F 68 85 35 58 20
3.46 3.19
% 25.63 31.88 13.13 21.88 7.5
4 Lack of transparency F 35 88 38 78 27
3.10 2.84
% 13.13 33.13 14.38 29.38 10
5 Poor administration of the overall Appraisal process F 35 78 53 83 17
3.12 2.82
% 13.13 29.38 20 31.25 6.25
6 The inadequacy and inappropriateness of the appraisal
criteria
F 35 100 53 65 13
3.29 2.97
% 13.13 37.5 20 24.38 5
7 Lack of favourable perception of teachers about teachers’
performance appraisal
F 32 73 65 73 23
3.06 2.77
% 11.88 27.5 24.38 27.5 8.75
8 Shortage of time to appraise teacher’s performance F 27 75 43 81 40
2.88 2.64
% 10 28.13 16.25 30.63 15

10. SUMMARY OF MAJOR FINDINGS
• Majority of the respondents reported that school administrators’ observation
method was one of the major methods of performance appraisal.
• majority of the respondents seemed to agree that the TPA focused more in
achieving accountability purpose than professional development purpose
• It is evident in the study that defensive culture and resistance of teachers,
knowledge, skill and technical problems of headmasters/mistresses were also
the major problems

12. CONCLUSIONS
• Most commonly used methods of performance appraisal in schools
under study were school administrator observation and self-
evaluation
• challenges experienced during performance appraisal were personal
biases of evaluators and teachers’ negative perception towards
appraisal.
• Teachers in the two Municipalities in particular did not find the
system of performance appraisal effective in meeting its purpose

13. RECOMMENDATIONS
• Teachers appraisal, to be more accurate and useful,
may incorporate all methods of performance
evaluation. Administrators should endeavour to give
feedback to teachers after performance appraisal.
• Senior high schools’ of the municipality could plan
and use both summative and formative appraisal.
• Heads, educational offices should widen teachers’
participation in planning, designing and orienting
performance appraisal standards and procedures.