ASSEESSMENT OF TEACHERS' PERFORMANCE APPRAISAL PRACTICES IN GOVERNMENT SECONDARY SCHOOLS OF WEST GUJI ZONE, OROMIA REGIONAL STATE ETHIOPIA

Abstract: The purpose of this study was to assess teachers’ performance appraisal implementation operating in secondary schools at Wes Guji Zone. To this effect, descriptive survey method of research was used. Samples Selected were seven government secondary schools from which randomly 114 teachers’ and purposively 7 principals 4, vice-principals and 14 department heads. A survey questionnaire consisting both closed and open ended questions were developed and distributed to 114 teachers,14 department heads and 7 principals and 4vice-principals Total 139. Moreover PTA and student representative of secondary schools were also included in the study for interview. Documents like the Result Oriented Teachers’ Performance Appraisal Standard Format, teachers’ and classroom observation checklist, were also analyzed. Data collected through survey questionnaire was tabulated in tables and expressed in simple descriptive statistical tools. The findings of the study revealed that, the majority of appraisers’ and appraises’ agreed that, formative purposes were the principal purposes. The research also revealed the following as major problems of teachers’ performance appraisal system, non - involvement of teachers’ in designing, revising, and improving TPA criteria, incompetency of the appraisers, inadequate provision of resources, misunderstanding of the purposes of rewards, and lack of favorable perception of teachers’ about teachers’ performance appraisal system. In sum, the present teachers’ performance appraisal system was considered as in effective to achieve its goal.