Perceptions of headteachers and teachers on the Annual Performance Appraisal System in selected primary schools of Lusaka District

Jenipher Nyeleti – Chisefu, Kalisto Kalimaposo, Angel Kabwe Chisefu, Kaiko Mubita, Kasonde Mundende and Inonge Milupi
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Jenipher Nyeleti – Chisefu: River of Blessing Bible College, Lusaka, Zambia
Kalisto Kalimaposo: University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education.
Angel Kabwe Chisefu: River of Blessing Bible College, Lusaka, Zambia
Kaiko Mubita: University of Zambia, School of Education, Department of Language and Social Science Education
Kasonde Mundende: University of Zambia, School of Education, Department of Language and Social Science Education
Inonge Milupi: University of Zambia, School of Education, Department of Language and Social Science Education

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 6, 271-285

Abstract: The study explored perceptions of head teachers and teachers on the Annual Performance Appraisal System (APAS) in selected primary schools of Lusaka District. The study was exploratory in nature and located within an interpretive qualitative research design. The study objectives were threefold: (i) to explore perceptions head teachers and teachers hold concerning the Annual Performance Appraisal System (APAS); (ii) to establish ways in which APAS had motivated teachers in primary schools (iii) to ascertain levels of teacher satisfaction on the use of Annual performance Appraisal System. The sample comprised twenty participants; five head teachers and fifteen class teachers. The study revealed that teachers lacked proper understanding of APAS which consequently led to the development of negative perceptions and attitudes towards the system. The study revealed that the majority of teachers did not see the importance of APAS in their career because the system was perceived as an academic exercise without tangible results. It was further revealed that the majority of teachers were not motivated with appraisal systems, and that head teachers were not providing appropriate guidance and initiating programme to build capacity in teachers. In addition, teachers were dissatisfied with APAS because teachers were not well inducted about the appraisal process as coaching and monitoring appeared inadequate. The study revealed that supervisors involved in appraisal process lacked necessary skills of evaluating teachers. One of the major recommendations made by this study was that the MoE should provide in-house training through workshops to ensure that supervisors involved in appraising teachers acquired requisite skills for conducting teacher appraisals.

Date: 2022
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