Epistemological Dynamics and Incorporation of Appraisal Practices in Kampala Archdiocesan Secondary Schools - Open Access Library Journal

OALibJ > Vol.5 No.12, December 2018

Open Access Library Journal

Volume 5, Issue 12 (December 2018)

ISSN Print: 2333-9705 ISSN Online: 2333-9721

Google-based Impact Factor: 1.18 Citations

Epistemological Dynamics and Incorporation of Appraisal Practices in Kampala Archdiocesan Secondary Schools ()

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DOI: 10.4236/oalib.1105052 545 Downloads 1,438 Views Citations

Author(s)

Muweesi Charles

Affiliation(s)

Department of Education, Faculty of Science and Education, Busitema University, Busitema, Uganda.

ABSTRACT

Using selected secondary schools in Kampala Archdiocese, the study was intended to establish the appraisal practices used to assess teachers’ per-formance in secondary schools in Kampala Archdiocese, Census and simple random sampling techniques were used to select the 196 respondents from a study sample population of 401 persons. Information was solicited through the use of face-to-face interviews with the head teachers and self-administered questionnaires which were distributed to teachers in the study area. Survey and questionnaire were used to collect data and after collecting data, descriptive statistics and percentages were computed with the help of SPSS computer package to analyze and facilitate discussion of findings. The study also found out that teachers are appraised; more than one performance appraisal method is used. It was concluded that among others, teachers’ negative attitude towards the performance appraisal process is one of the difficulties which beset its conduct. The study recommended that among others, management ought to ensure that there is effective communication and information dissemination to teachers immediately after the performance appraisal is conducted, the appraisers ought to adopt a more cooperative approach during the appraisal exercise, get the full participation of teachers and change their attitude towards the performance appraisal process, and sensitization should also be intensified on the relevance and purposes of performance appraisal on improving teachers’ performance.

KEYWORDS

Appraisal Practices, Types of Appraisals, Ugandan Secondary Schools, Kampala Archdiocese

Share and Cite:

Charles, M. (2018) Epistemological Dynamics and Incorporation of Appraisal Practices in Kampala Archdiocesan Secondary Schools. Open Access Library Journal, 5, 1-13. doi: 10.4236/oalib.1105052.

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