The Role Of Performance Evaluation System Towards Teachers Satisfaction - A Critical Analysis In Primary Educational Institutes Of Ethiopia

Abstract

A better performance appraisal practice and job satisfaction is very crucial to the long-term growth of any educational system around the world.  The teacher is the pivot of any educational system.  As a result of this teachers performance evaluation is one of the most important elements of human resource management in educational system Performance evaluation is one of the most widely researched areas in educational psychology). The underlying assumptions here are that teacher’s perceptions of distributive, procedural, informational and interpersonal justice/fairness parameters are highly associated or determined their satisfaction on the performance evaluation system of their schools. Cross –sectional descriptive survey design was employed  using purposive and random sampling technique 100 teachers,18 principals, vice principals and 23 student representatives  of the target schools were selected from the total of 13 secondary and preparatory schools,535 teachers 18 principals and vice principals. The primary data collected using Walsh) adapted standard questionnaire were subjected to subsequent statistical analysis using SPSS software. Accordingly, the total perception response of the participants on the overall fairness parameters with (M=3.03, B=? P ?) found to be  significantly and highly correlated with  overall satisfaction .( M= 3.04 ) of the performance appraisal system .Specifically each of the fairness  dimension  variables Distributive,(M= 2.96,  B=1.899P 0.000), Procedural ( M=0.30,   B= .223,  P 0.016  ) Informational fairness, (M= 3.03,  B=  .920, P<0.021) Parameter except Interpersonal fairness, ( M= 0.03,  B= .046, P 0.658  ) are found  with the overall satisfaction. These results imply that the teachers in selected  schools generally did not perceive the performance appraisal system in the school is fair .Similarly ,their overall satisfaction on performance appraisal system of the school is low (below the average).

Therefore, in order to be effective  in achieving its  targeted goals and objective the schools required to evaluate its performance appraisal system specifically on the three basic dimensions’ of fairness parameters and their associated variables :clarifying expectation standards, providing feedback, rating decisions ,respectfulness of supervision, sensitivity of supervision, setting teachers performance expectations ratters confidence and appealing procedures.