Browsing by Author "SELAM G/MEDHIN"

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ASSESSMENT OF TEACHERS PERFORMANCE APPRAISAL AND ITS ROLE ON ACADEMIC ACHIEVEMENT OF STUDENTS IN GASORE PRIMARY SCHOOL
(WOLKITE UNIVERSITY, 2025-08) SELAM G/MEDHIN
This study assesses teacher performance appraisal and its role in the academic achievements of primary school students in Gasore. A descriptive research design was employed, utilizing both qualitative and quantitative data analysis methods. The respondents included one principal (selected through available sampling), one vice principal (purposively sampled), and 27 teachers (selected via simple random sampling). Data collection tools comprised questionnaires, interviews, and observations. The findings reveal significant issues in the teacher performance appraisal scheme, notably that school management primarily uses appraisals for evaluative purposes rather than professional development. Key challenges include a lack of feedback, insufficient resources, and the absence of pre- and post-observation mechanisms. The study concludes that involving teachers in guideline and system development could enhance the appraisal process. Additionally, school management should utilize appraisals to identify weaknesses in teachers' professional competencies and implement formative evaluations to support meaningful improvements. The study recommends that school management provide immediate feedback after appraisals to help teachers address performance gaps. Furthermore, adequate resources should be allocated to support the appraisal system, and authorities should revitalize current practices by integrating constructive, development-focused evaluations into staff development programs
ASSESSMENT OF TEACHERS PERFORMANCE APPRAISAL AND ITS ROLE ON ACADEMIC ACHIEVEMENT OF STUDENTS IN GASORE PRIMARY SCHOOL
(WOLKITE UNIVERSITY, 2025-09) SELAM G/MEDHIN
This study assesses teacher performance appraisal and its role in the academic achievements of primary school students in Gasore. A descriptive research design was employed, utilizing both qualitative and quantitative data analysis methods. The respondents included one principal (selected through available sampling), one vice principal (purposively sampled), and 27 teachers (selected via simple random sampling). Data collection tools comprised questionnaires, interviews, and observations. The findings reveal significant issues in the teacher performance appraisal scheme, notably that school management primarily uses appraisals for evaluative purposes rather than professional development. Key challenges include a lack of feedback, insufficient resources, and the absence of pre- and post-observation mechanisms. The study concludes that involving teachers in guideline and system development could enhance the appraisal process. Additionally, school management should utilize appraisals to identify weaknesses in teachers' professional competencies and implement formative evaluations to support meaningful improvements. The study recommends that school management provide immediate feedback after appraisals to help teachers address performance gaps. Furthermore, adequate resources should be allocated to support the appraisal system, and authorities should revitalize current practices by integrating constructive, development-focused evaluations into staff development programs