ABSTRACT
Performance Appraisal helps to improve the performance of individuals and institutions thereby increasing their productivity, quality of performance and encouraging positive work. This research is about Performance Appraisal System in the Ghana Education Service and its effectiveness on teachers’ performance using Ada East District (AED) as a case study. The purpose of the study seeks to examine stakeholder’s perspective on the practices of appraisal of teachers in Ghanaian schools with specific reference to AED. The study adopted interpretive philosophy with qualitative single case study research design. Data was obtained through interview with the use of semi-structured interview guide with circuit supervisors, headteachers and teachers in the AED. The data was analyzed qualitatively using thematic analysis based on themes that were gathered from respondents. A sample size of 24 respondents was drawn from some selected public basic schools in the AED using purposive and simple random sampling techniques. The results of the study showed some gaps in the effective use of Performance Appraisal (PA). The study revealed that respondents acknowledged the importance of PA and for that matter seriousness must be attached to it usage. Challenges such as inadequate knowledge on the PA Policy, time constraints and among others were identified in the study. In order to ensure that PAS works effectively, the study recommended that regular in-service training for teachers, teachers should be monitored and supervise effectively, earning of teachers should be also based on their performance, adequate logistic materials should be provided and finally award system should be instituted so as to make PAS effective.
CHAPTER ONE INTRODUCTION
Background to the Study
Performance in general is that which is accomplished, done or carried through especially an action or task. Performance involves a task. Any individual when given a task is expected to perform this task within a given time frame. Ones performance is said to be better when one is able to accomplish more work in a given period of time using less resources. The study is directed towards Performance Appraisal (PA) in terms of job performance. Performance Appraisal is one of the ingredients to promote institutional performance. Without it an institution may not be able to harness the full skills of its workforce for institutional development. This is buttressed by Kumari (2017), who intimated that, job performance is that which is expected of the individual. It could be stated in terms of results or efforts, work done and the quality of work done specifically to the conditions under which the work is to be delivered.
Although, many efforts have been employed to guarantee high level of job performance, Performance Appraisal (PA) have been touted as a crucial method of assessing and enhancing job performance (Selvarajan & Cloninger, 2008; Smither & London, 2009). Performance appraisal is an indispensable tool used by many institutions to achieve positively competitive workforce and continuously bring about improvements in the performances of its employees (Bratton & Gold, 2007). Many institutions are now employing the use of PA but the educational sector has not been left out. This is because the educational system of any country forms the fundamental building blocks of its human capital for economic growth and development (Lockheed, Veerspoor, & Associates, 1991). PA in educational sector is an
indispensable tool especially in Ghana’s quest to realized Sustainable Development Goals (MDGs) by the year 2030 (UNESCO, 2008). This goal can be achieved with an effective teacher performance appraisal (PA) put in place. The tool used to assess PAS is the performance appraisal.
