Practices And Challenges Of Teachers` Performance Appraisal In Primary Schools Of Wolaita Zone, South Ethiopia

This study was conducted in order to assess the practices and challenges of teachers’ performance appraisal in the primary schools of Wolaita Zone, Southern Nations, Nationalities and People’s Region. By stating the existing problems the researcher formulated four basic questions. Those are 1, how do current TPA practices implement? 2, to what extent current teachers` performance appraisal practices affect student learning? 3, to what extent current TPA meets purposes? 4, what are factors that affect the implementation of current teachers` performance appraisal? In order to achieve the general objective of the study and the specific objectives of basic questions descriptive survey method was employed. The study was conducted in fifteen government primary schools, four Woreda education offices, one city administrative education office and Zone education department. The primary schools,city administrative and Woreda education offices were selected by simple random sampling techniques. The primary school teachers were selected by systematic sampling while school principals, supervisors, Woreda education offices and Zone education department process owners were selected purposely. The study included 35 principals\viceprincipals, 100 teachers and 6 process owners of the Woreda education offices and Zone education department. Questionnaires and interviews were used to collect data. The data gathered through questionnaires were analyzed using percentages, mean, standard deviation, and weighted mean Based on the analysis the study portrayed that poor practices implementation, un related practice with students achievement, low related practices with TPA purposes, lack of validity and reliability of performance appraisal criteria, management bias and negative attitudes of teachers were found to be the major factors that affect the teachers’ performance appraisal in the primary schools of Wolaita Zone. In order to improve quality of education qualified teachers were blood vessels. To get qualified teachers it was better to implement proper assessment, critical feedback, different incentives related to students’ achievement and professional development.