PRACTICE AND CHALLENGESOF RESULT ORIENTED TEACHER’S

PERFORMANCE APPRAISAL IN SECONDARY SCHOOLS OF JIMMA

ZONE
BY
ASHANAFI KEBEDE

A PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
SCHOOL LEADERSHIP

ADVISOR : DR. MEBRATU TAFESE

CO-ADVISOR: GETACHEW ELUF

JANUARY, 2014
JIMMA, ETHIOPIA

I
 JIMMA UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES
DEPARTMENT OF EDUCATIONAL PLANNING AND
MANAGEMENT

PRACTICE AND CHALLENGES OF RESULT ORIENTED

TEACHER’S PERFORMANCE APPRAISAL IN SECONDARY
SCHOOLS OF JIMMA ZONE

A PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
SCHOOL LEADERSHIP

BY
ASHANAFI KEBEDE

ADVISOR : DR. MEBRATU TAFESE

CO-ADVISOR: GETACHEW ELUF

JANUARY, 2013
JIMMA, ETHIOPI

i
 Statement of Approval

This Thesis proposal is prepared by Ashanafi Kebede for the partialfulfilment of the
requirements for the degree of Master of Arts in school leadership
The title of the thesis:
practice and challenges of result oriented teacher’s performance appraisal in secondary
schools of jimma zone.

Researcher
Name Sigmiture Date
Ashenafi Kebede _________ __________
Approved by
Main advisor
Name Signiture Date
Dr. Mebratu Tefase ___________ _________
Co-Advisor
Name Signiture Date
Getachew Eluf __________ _________

Deppartment head
Name Signiture Date
_______________ ________ ________

ii
 TABLE OF CONTENTS

Contents
Page
Statement of Approval...........................................................................................................ii
TABLE OF CONTENTS......................................................................................................iii
List of Tables..........................................................................................................................v
1. INTRODUCTION.........................................................................................................1
1.1. Background of the Study.........................................................................................1
1.2. Statement of the problem.........................................................................................3
1.3. Objectives of the study................................................................................................5
1.3.1. General objective..........................................................................................5
1.3.2. Specific objectives...............................................................................................5
1.4. Significance of the Study.........................................................................................5
1.5. Delimitation of the Study........................................................................................6
1.6. Operational Definition of Terms.................................................................................6
1.7. Organization of the study........................................................................................6
CHAPTER TWO...................................................................................................................7
2. Review of Related Literature.........................................................................................7
2.1. Definition and Concepts of Performance Appraisal................................................7
2.2. Basic purposes of performance Appraisal...............................................................8
2.3. Approaches of performance evaluation.................................................................11
2.3.1. Formal appraisal.........................................................................................11
2.3.2. Informal appraisal.......................................................................................11
2.3.3. Formative evaluation..................................................................................12
2.3.4. Summative evaluation................................................................................12
2.4. Methods of performance appraisal........................................................................12
2.5. The Criteria of ROTPA.........................................................................................16
2.6. The role of the human resource manager..............................................................17
2.6.1. Turning motivation in to performance.......................................................18
2.6.2. Organizational control process...................................................................18
2.7. Types and functions of control in an organization................................................21
2.8. The Impact of control............................................................................................22

iii
 2.8.1. Establishing performance objectives and standards...................................22
2.8.2. Measuring actual performance...................................................................23
2.8.3. Comparing actual performance to objectives and standards......................23
2.8.4. Taking necessary actions............................................................................23
2.9. The balanced score card........................................................................................24
2.9.1. Components and functions of balanced score card....................................24
2.9.2. Principles of staff performance appraisal...................................................25
2.9.3. Principles of effective communication.......................................................26
2.9.4. Principle of evaluators training..................................................................26
2.9.5. Principle of staff participation....................................................................26
2.9.6. Principles of contextual factors..................................................................27
2.10. Problems undermining performance appraisal..................................................27
2.10.1. Problems with the evaluates.......................................................................28
CHAPTER THREE..............................................................................................................29
3. Research Design and Methodology.............................................................................29
3.1. Research Design....................................................................................................29
3.2. Research methods..................................................................................................29
3.3. Description of study area.......................................................................................29
3.4. Source of Data.......................................................................................................30
3.5. Population, Sample size and Sampling Technique................................................30
3.6. Data Gathering Instruments...................................................................................31
3.6.1. Questionnaire..............................................................................................31
3.6.2. Interview.....................................................................................................31
3.6.3. Document Analysis....................................................................................32
3.7. Procedure of Data collection.................................................................................32
3.8. Method of data analysis.........................................................................................33
3.9. Ethical Consideration............................................................................................33
3.10. Checking Validity and Reliability of the instrument.........................................33
CHAPTER FOUR................................................................................................................34
4. Time schedule and budget breakdown........................................................................34
4.1. Time schedule........................................................................................................34
4.2. Cost Breakdown....................................................................................................35

iv
RIFERENCE........................................................................................................................35

List of Tables
Contents Page
Table 1Type and size of sample Respondent...........................................................34
Table 2: Time schedule...........................................................................................38
Table 3: cost breakdown..........................................................................................38

v
Chapter One

1. INTRODUCTION

1.1. Background of the Study

An organization desires human and non-human resources to realize the goals that it is
established for. Of these resources, the human resources are the foremost revered and
demanding for the thriving realization of the desired objectives. This is often because it is
the human resource that provides the talent, skill, and efforts that help utilize all alternative
resources effectively and expeditiously (Martin and Tricia, 2000). Human resource is that
the corner stones of any organization in managing and observance the total activities of the
organization directly or indirectly.
An organization desires human and non-human resources to realize the goals that it is
established for. Of these resources, the human resources are the foremost revered and
demanding for the thriving realization of the desired objectives. This is often because it is
the human resource that provides the talent, skill, and efforts that help utilize all alternative
resources effectively and expeditiously (Martin and Tricia, 2000). Human resource is that
the corner stones of any organization in managing and observance the total activities of the
organization directly or indirectly.
Performance appraisal is a part of the performance management method that identifies,
measures, and evaluates the staff performance, then discusses that performance with the
employee . (Kline and Sulsky, 2009)performance appraisal is defined as a proper,
structured system of measuring, evaluating job-related behaviors and outcomes to get
reasons of performance and the way to perform effectively in future in order that
employee, organization and society at an outsized are going to be benefited.
In school settings, teachers are the foremost expensive resources who need and deserve
support, reassurance and encouragement to extend their skills and the frontiers of their
knowledge. (Maharaj, 2014).

Teacher performance appraisal in Ethiopia has lots of problems. (ASFAW, 2021)

(ASFAW, 2021) in his study on Teachers‟ attitude towards result oriented performance
evaluation system in secondary schools in the capital of Ethiopia indicated that inadequate

1
skills of evaluators, un-relatedness of performance criteria to teachers‟ job and negative
attitude towards the whole system of performance appraisal are among the issues
associated with TPA. (BEKELE, 2021)(BEKELE, 2021) found the following limitations
concerning the manner in which the appraisal was conducted. There were no pre- and post-
appraisal meetings, difficulty to prepare valid and reliable performance criteria, absence of
feedback for teachers, lack of participation in the process of its implementation and
inadequate follow up of principals over the whole system of appraisal.
Education plays key roles in development and it is the main instrument to solve
economical, political and social problems of a country. Schools are social organizations
established to facilitate the teaching learning process. In education sector, the responsible
and the great assets are teachers. According to the World Bank (1991) cited in
(GETACHEW, 2016) teachers are central to the delivery of quality education. In the same
way, Ethiopian government acknowledged the key roles that teachers play in the provision
of quality education. Since teachers are change agents in the development of knowledge,
skill, attitude and act as facilitators in preparing the young generations for different
responsibilities and promoters of new technological advancements, they should develop
professionally throughout their life in sustainable way and their performance should be
evaluated contentiously. Given that “teacher performance appraisal can be a key lever for
increasing the focus on teaching quality” (OECD, 2013b, p.9) and that many reforms in the
past have failed (Elliott, 2015), an understanding of the various aspects of successful
performance appraisal is essential. In this regard (Stronge and Tucker, 2020)reported that
evaluation of teachers is important because without capable, high quality
teachers’classrooms, no educational development effort can possibly be successful. They
further reported that the core of education is teaching and learning, which can be achieved
by having effective teachers. So effective teachers can only be seen when there are high
quality evaluation systems, (Stronge and Tucker, 2020). Therefore, teachers have to be
continuously motivated and upgraded so as to achieve the goals and objective of education
effectively and to improve the quality of teaching.
Teachers are the cornerstones of any educational system. In order to enable them to
perform their roles, we must provide them with ample opportunity for growth and
professional development. Supervision has become an essential part of the teaching
profession. All educational institutions nowadays depend greatly on supervision in order to
improve the instructional practices undertaken by teachers at different educational levels.

2
Supervision can contribute significantly to the professional development of teachers by
identifying their strengths and weakness.
The supervisor assumes many roles in the educational process, the most important one
being that of an informative and critical consultant with the aim of improving educational
outputs, helping to fulfill teachers’ needs, and overcoming the various problems associated
with classroom practices (e Cunha et al., 2018). Among the many objectives of supervision
in schools, the primary ones are improving the overall performance of the school
and enhancing the quality of the educational process (Gebremeskal and Tesema, 2014).
Supervision can be regarded as one of the most influential factors in the quality of
education, as it plays an important role in the improvement of teaching and learning by
taking on the responsibility of professionally developing teachers and enhancing the
academic achievement of students (Chun and Dickson, 2011)
For the supervision process to be more effective, supervisors must use appropriate
strategies in the supervision of teachers in order to improve their teaching performance
(Saani, 2013). Allowing for variation in supervisory styles is of great importance, as it
affects the supervisees’ satisfaction with the overall process. Fernando and (Fernando and
Hulse‐Killacky, 2005) confirmed the correlation between supervisory styles and prediction
of satisfaction with
supervision as well as perceived self-efficacy of those under supervision.

1.2. Statement of the problem

In Ethiopia, the present system of performance appraisal of teachers is result oriented and,
delineates among four performance categories: poor (25-49%),acceptable (50-74%), very
good (75-94%)and excellent (95-100%) based on teachers result on key, major, and minor
tasks(ANRSEB, 1996 E.C.). Depending on the results of performance evaluation and year
of teaching service, primary school (which is the focus of the present study) teachers have
the opportunity of going up six stages in the career ladder structure: beginner teacher,
junior teacher, teacher, senior teacher, associate lead teacher and lead teacher (MOE, 1988
E.C.).

3
TPA in Ethiopia is not without any problems. Wondosen (2007) in his study on “The
design and implementation of TPA in primary schools” observed that TPA has different
problems. His findings indicated that the appraisers’ bias, un relatedness of performance
criteria to teachers job and negative attitude of appraises to accept negative feedback from
their appraisers are some of the problems related to TPA.
In other studies, it was indicated that in the current TPA there are a lot of problems in its
implementation. These are absence of feedback for teachers, lack of participation from the
subordinates in the process of its implementation and ineffective criteria (Dereje, 2018);
(Grima-Farrell et al., 2019); and (Habtamu, 2016). Many other studies (for example:
(BIRHANU, 2019); (Gebremeskal and Tesema, 2014); and (Amare, 2014)found the
following complaints concerning the manner in which the appraisal was conducted: there
was no mutual involvement of principals and teachers in developing the appraisal criteria,
difficulty to prepare the appropriate performance criteria, inadequate follow up and
feedback mechanism in the process of appraisal, insufficiency of training for those who are
involved in the process and absence of consequences of the appraisal result. A survey
study conducted in Amhara Regional 130 school teachers reported that teachers had
negative attitude towards TPAcriteria ((BIRHANU, 2019)and Kibre, 2005).
Previous study was done in secondary schools of Jimma zone on practice and challenges of
result-oriented teacher’s performance appraisal. In Jimma zone result oriented teachers
performance appraisal has also many problems in its implementation, that is why the
researcher is interested to carry out this problem. Firstly, the researcher has been working
at the area where under consideration for many years as a teacher, director, education
expert. Secondly, the researcher has been observing, practicing and also facing challenges
of the implementations of result-oriented teacher performance appraisal and the BSC
system on the ground. Therefore, conducting a research on this area is useful to solve or
minimize implementation problems of result-oriented teachers’ performance appraisal.
Due to the above reasons in order to fill the gap and to further strengthen in bringing
improvements the following leading questions were raised.
Therefore, the main objective of this particular study is to assess practice and challenges of
result-oriented teacher’s performance appraisal in secondary schools of Jimma zone. To
this end the following research questions will be designed as follows:
1. what the practice of result-oriented teacher’s performance appraisal in secondary
schools of Jimma zone?

4
2. What are the challenges of result-oriented teacher’s performance appraisal in secondary
schools of Jimma zone?
3. To what extent does the current result-oriented teacher’s performance appraisal
implementation meet the purposes of TPA?
4. What are the guide lines that help to implement result-oriented teacher’s performance
appraisal in secondary schools of Jimma zone?
5. What is the attitude of teachers towards result-oriented teacher’s performance appraisal
in secondary schools of Jimma zone?

1.3. Objectives of the study

Based on the intended research problem the following objectives will be expected to be
achieved based on the research findings. There are general and specific objectives.

1.3.1. General objective

The main objective of this particular study is to assess practice and challenges of result-
oriented teacher’s performance appraisal in secondary schools of Jimma zone.

1.3.2. Specific objectives

The specific objective of this study will be to:

 Identify the practice of result-oriented teacher’s performance appraisal in secondary

schools of Jimma zone.
 Assess the challenges of result-oriented teacher’s performance appraisal in secondary
schools of Jimma zone.
 Examine the extent at which the current result-oriented teacher’s performance
appraisalimplementation meets the purposes of TPA.
 Identify the guide lines that help to implement result-oriented teacher’s performance
appraisal in secondary schools of Jimma zone.
 Investigate the attitude of teachers towards result-oriented teacher’s performance
appraisal in secondary schools of Jimma zone.

1.4. Significance of the Study

The result of this study is important for the teachers and principals as well as for
educational offices zonal and weredalevels to get information about current practice and

5
challenges of the result-orientedteacher’s performance appraisal in secondary schools of
Jimma zone. Moreover, principals and management of educational offices at zonal level,
woreda level and school level get information about level of planning and evaluation of the
current practice and challenges of the result-orientedteacher’s performance appraisal in
secondary schools of Jimma zone.

1.5. Delimitation of the Study

This study will be conducted in Jimma zone secondary schools and then delimited Jimma
zone selected secondary schools geographically. In time the study will be delimited
assessing result-oriented performance appraisal conceptually. The study will be focused on
how the result-oriented teacher’s performance appraisal in the secondary schools of Jimma
zone.
The assumed limitation will be time constraint the reluctance of respondents, inadequacy
of global review and local review literatures in the context of Ethiopia and lack of
technology utilization since the internet not available in my secondary school may limit me
being on time.

1.6. Operational Definition of Terms

The following definitions are used for terms in the thesis.

Performance Appraisal: The process of evaluating how well employees do their job
compared to a set of standards and the communication of that information to the employees
(Shaout and Al-Shammari, 1998)
Result Oriented Performance Appraisal: Appraisal method that is used to appraise the
employee’s performance based on the result achieved not on performance activities or
process (Chalchisa, 2010).

1.7. Organization of the study

This study will be organized in to five chapters. The first chapter deals with introduction
Part focusing on presenting, background of the study, statement of the problem,
Objectivities of the study, significance of the study and scope and limitation of the study.
The second deals with presenting the closely related literature review to the topic of this
Study .In the third part of this study, under research methodology of this study, research
Design, data source and method of collection, population and sample design and method of

6
data analysis will be presented. In the fourth part of this study, the collected data will be
analyzed and presented in tables. In the last part of this study, major findings, conclusions
and recommendations will be presented under chapter five of this study.

CHAPTER TWO

2. Review of Related Literature

2.1. Definition and Concepts of Performance Appraisal

For performance appraisal different definitions have been given:“Performance appraisal”is

aprocess within the overall performance management process (Schuler, 2000), it can be
defined as the formalassessment and rating of individuals by their managers (Armstrong,
2012, p), and is defined as“the evaluation of an individual's workperformance in order to
achieve at objective personnel decisions”(Robbins, Bergman, Stagg & Coulter, 2000,p).
Generally, erformance appraisal aims to recognize current skills’status of their work force
(Shaout & Yousif, 2014)
Different organizations have different ways of performance appraisals to measure the
performance of their employees based on the stated objectives of the organizations. The
term performance appraisal is applied in personnel management to a formal and systematic
evaluation made in prescribed and uniform manner at a certain time. According to
Pennington and Edwards (2000:163 ) presented the following definitions of performance
appraisal. It is systematic review of the performance of staff on a written basis at regular
time intervals and holds appraisal interviews at which staffs have the opportunities to
discuss performance issues, past, present and future, on one to one basis, with their
immediate line manager. (Mathis and Jackson 1997,p.352).Also defined performance
appraisal as “The process of evaluating how well employees do their job compared to a
set of standards and the communication of that information to those employees.”
Employees need feed-back on their performance as a guide to know their strong side and
weak side for their future performance behavior.
Different scholars give different names to performance appraisal; it is also called
rating, employee evaluation performance review, performance evaluation and result
appraisal. As most scholars agree that the term appraisal in this sense means the
evaluation of the performance or potential of employees. Performance appraisal is an
integral part of management function. In other words employees performance appraisal
is part had parcel of any organizational management activates. Other scholars like

7
Weather and Davis (1982:233) define performance appraisal as “The process by which
an organization evaluate employees’ job performance.
Many authors define the term performance appraisal in different ways. For example,
French (1990) also defines performance appraisal as “The process of evaluating how well
employees do their job compared to a set of standards and the communication of that
information to employees. Finally, Rue and Byres (1990) define performance appraisal as
the process involving communication to employees how well they have been performing
the job, and also ideality involves establishing a plan for improvement. This definition
quite seems to be comprehensive in that encompasses standards of performance provision
of feedback and planning for future improvement on the basis of performance appraisal
results.
2.2. Basic purposes of performance Appraisal

Thomas and Carl (1993) explained performance appraisal is the assessment of employees’
job performance appraisal serves three basic purposes:
1. To provide information on the basis of administrative decisions like promotions and
pay.
2. To foster developmental feedback to employees concerning their performance by
Describing what improve well and what the employee needs to improve.
3. To provide documentation of human resource development activities that can justify
human resource (HR) decisions.
As indicated by walker (1992) “performance evaluation is important to employees because
it answers their basic questions.” Peoples want feedback how they are doing for the
organization. This feedback provides the reassurance that employees are contributing and
doing the right things and the awareness of the impact of performance on desired
results (e.g. Customer satisfaction). The four suggested principal benefits of performance
appraisal as stated by Graham and Bennett (1998:240) (1) To determine the future
uses of an employee. E.g. Managers to measure performance of employees and making
decision about such subjects as rewarding, transfer, promotion or layoffs, salary increase
discharge. The second role of performance appraisal is, as primary sources of information
and feedback for employees, which is a key for their future development.
Effective managers perceive performance appraisal as an opportunity to communication
and share idea with employees that what the organization wants them to do furthermore,

8
Graham (1998) suggested that motivating the employee to do better in his/her present job,
indicating training needs and determining the future use of an employee are principal uses
of performance appraisal for both managers and employee.
Whether the employee shall remain in his or her present job or be transferred,
promoted, demoted or dismissed. (2) To indicate training needs, that is area of
performance where Improvements would occur if appropriate training could be given. (3)
To help a manager decide what increases of pay shall be given on grounds of merit. (4) To
motivate the employee to do better in his or her present Job by providing the worker,
recognition of merits and the Opportunities to discuss work with his or her manager.
As many scholars agree, performance appraisal has two roles in any organization. The first
role is in relation to administrative uses and the second one is in relation to development
uses. In this regard Mathis and Jackson (1997) described the first role that is
administrative use as a role to measure performance for the purpose of rewarding: or
other-wise making administrative decisions about employees, promotion and layoffs.
The second role of performance appraisal helps as a primary source of information and
feedback for employee’s future development. In this case the appraiser should act as
counselor rather than decision maker. Therefore when the supervisor identifies. the
potential of employee work behavior and training needs through performance
appraisal Feedback, Employees’ can be informed about their performance or progress they
discuss what skills they need to develop and what support they prefer has to be
planned and work accordingly.
According Jobnand John (1992) performance appraisal is the process of evaluating some
one’s work and providing feedback on his or her performance. This is an important
element in the comprehensive control system of an organization. It provides a formal basis
for direct superior-subordinate interaction for purposes of performance control and
improvement. When properly done performance appraisal serves both ‘Evaluation’ and
‘development’ purposes. On \the other hand Mullins (1996) has pointed out some benefits
of performance appraisal. It can improve communication by giving staff opportunities
to talk about their ideas and expectations and how well they are progressing, itcan
identify and individuals strength and weakness and also indicate how much strengths
may be utilized and weakness overcome, and it can provide information for human
resource planning, to assist successive planning to determine suitability for promotion
and for particular types of employment and training. The process of appraisal can

9
improve the quality of working life by increasing mutual understanding between
manager and their staff or subordinate.
According, to Randel, (1984) as indicated by Thomson and Mabey(1999) explained
the outcomes of performance appraisal such as “auditing, successive planning, identifying
training needs, motivating staff, developing individuals performance, checking
effectiveness and efficiency.’’ Evaluation is a systematic collection and analysis of
information about the quality of performance of tasks by employees and then the formation
of values, judgments with a view to further decision and action or development. Evaluation
should be an acceptable growth and development of the organization. Evaluation is
ultimately concerned with doing things better by considering the past performance and
comparing to present performance and planning to the future performance of employees
and the organization at large. This developmental function of evaluation is to assist in
the process of improving of the effectiveness of meeting the organizational
objectives. According to Webb and Norton (1992) described the purpose of teachers
appraisal is evaluation should determine how well the school objectives are being
carried out and implemented.
The success of educational program is dependent on the quality of classroom instruction,
supervision and administration, should foster the basis for motivation and for self-
improvement. The employees must be aware of their strengths and weaknesses in order to
improve the performance of individual and organizational objectives, evaluation has to
provide the basis for in service training and supervisory activities. Such activities
can be validated when objectives are used up on clear measurement instruction to
enhance employee’s performance and also evaluation is vital for administrative
decisions. Such decisions include the employment of personnel, their assignment
promotion, demotion or termination. According to James (1991) described performance
appraisals are related to rein forcemeat theory as consequence to certain behavior of
performance.
There are four types of reinforcement. Positive and negative reinforcement, punishment,
and extinction. Their purposes are: Positive reinforcement: giving a reward after the
desired performance behavior occurs. Negative reinforcement: the removal or lack of
occurrences of a negative condition when the desired performance behavior occurs.
Punishment: reinforcement in which an undesired performance behavior is followed by
unpleasant consequence. Extinction: ignoring (not reinforcement) undesired behaviors

10
in the hope that it will not be repeatedacceptednext steps. Disagreement may occur
through the principal’s fostering of challenge and risk taking by the teacher.
2.3. Approaches of performance evaluation

Performance appraisal is one of the manager’s most important tasks, but most managers
freely admit it gives them difficulty. It is not always easy to judge a subordinate’s
performance accurately, and often it is even harder to convey that judgment to the
subordinate should be in a constructive and painless manner. This applies to both formal
and informal appraisals (1991)
2.3.1. Formal appraisal

Formal appraisal usually occurs semiannually or annually. Formal appraisal has four
major processes.
(i) To let subordinates know formally now their current performance is being rated
(ii) To identify subordinates who deserve merit raise,
(iii) To locate subordinates who need additional training
(iv) To identify candidates for promotion.
It is important for managers to differentiate between the current performance and the
promo ability (potential performance) of subordinates. Managers in many organizations
fail to make this distinction because they assume that a person with the skills and
ability to perform well in one job will automatically perform well in a different or more
responsible position. This is why people are after promoted to positions in which they
cannot perform adequately (James 1991).
2.3.2. Informal appraisal

According to James and Edward (1992) the term informal performance appraisal to mean
the continual process of feeding back to subordinates information about how well they are
doing their work for the organization. Informal appraisal is conducted on a day-to-day
basis. The manager spontaneously mentions that a particular piece of work was performed
well or poorly or the subordinate stops by the manager’s office to find out how a particular
piece of work was received. Because of the close connection between the behavior
and the feedback on it. Informal appraisals quickly encourage desirable performance and
discourage undesirable performance before it becomes ingrained. An organization’s
employees must perceive informal appraisal not merely as a causal occurrence but as an
important activity, an integral part of the Organization’s culture. In some organizations

11
evaluation conducted once a year and in other it is conducted twice or less a year. In this
regard Lewis (1982) Webb and Norton (199 2) and Duke (1995) describe two approaches
of evaluation. The first one is formative evaluation while
the second one is summative evaluation.
2.3.3. Formative evaluation

According to Duke (1995:46) “The formative aspect of the evaluation cycle

occurred when judgment in the form of narratives were reported to teachers during the
course of conference scheduled with a few days of class room observations.”As
discussed by Webb and Norton (1992) the formative evaluation is an ongoing evaluation
designed to provide feedback to the person being evaluated for the purpose of self-
improvement. Formative evaluation helps to develop communication skill between
the subordinates and the supervisor and thereby take corrective action and
recommendations on the short comings revealed in the performance process. During
formative evaluation process no managerial decision is taken on the employee rather than
the employee take decision of how to improve his or her performance better.
2.3.4. Summative evaluation

According to Duke (1995) stated that “the summative evaluation system was
intended to allow organizational decision such as promotion, tenure, contract renewal,
and development programs to be made on the basis of observed conditions of
practice.’’ Lewis (1982) also proposed “summative evaluation is used to collect abroad
sample of information \about a teachers’ overall performance in order to make
administrative decision, such as salary increment, promotion or dismissal.’’ Summative
evaluation conducted with specific time interval. Its objectives is not to improve or
take remedial action to the short comings seen during ongoing performance, rather it
is more used for managerial decision on employee promotion or layoff. In similar
way, Webb and Norton (1992) stated that “summative evaluation is designed to assess
the terminal behavior or overall performance.” Summative evaluation is formal
somewhat in frequent and focuses only on the person being does not participate in
judging his behavior face to face with the supervisor as the case of formative
evaluation.

12
2.4. Methods of performance appraisal

Different organizations employ different forms of methods of employ performance

appraisal. There are different evaluation forms most of which represent an attempt to
objectify or quantify
Observed and interpretations of employee performance.
Management by objective (MBO)
According to Thomas and Carl (1993) Management by objective, which is a
process to establish goals for an employee who has been agreed up on by both the
employee and their supervisors Mathis and Jackson (1997) called MBO type of
appraisal as “appraisal by result, targeting coaching, review performance objective and
mutual goal setting.’’
According to Byres and Rue (1987) MOB type of appraisal has the following
process; Objectives should be clearly and precisely stated for the work to be done
by employees.
Developing an action plan to indicate how these objectives are to be achieved,
allowing the employee to implement, taking corrective action when necessary and
establishing new objectives for the future. In mobs type of appraisal is to be
effective or successful. Several Requirements must be met. As described by Byres and
Rue (1987) objectives should be \quantifiable and measurable objectives whose
attainment cannot be measured or at least verified, should not also be challenged it
should be also be achievable and should be written in concise way and clear language.
Mathis and Jackson (1997) proposed very important idea for mob. The authors stated three
key assumptions underlining mob appraisal system.
1. When employees are taking part in planning and setting the objectives and determine
them to high level commitment and performance may be higher.
2. Whenever objectives are identified and described precisely the employees will have a
Better job to achieve the desired results. By allowing employees set objectives the \
individual can get an accurate understanding of what is expected.
3. The objectives of performance should be measurable and define results. Vague
generalities such as “cooperation” and “initiatives’’ which are common in many
Superior-based appraisals should be avoided. Since objectives are composed of specific
action to be taken or work to be accomplished.

13
Other writers such as Gluck and Ivancevich (1989) also pointed out that, mob is
seen as a philosophy of managerial practice or a method by which managers and
subordinates plan, organize, control, communicate and debate. MBO has itsown
systematic process. Regarding thisGlueck and Ivancevich (1989) and French (1990) listed
the following systematic process of MBO are
(i) Regular meeting should be conducted between superior and subordinate to define
key tasks of the subordinate and to set a limited number of objectives or
goals.
(ii) The objectives should be specific, that are realistic, challenging, clear and
comprehensive.
(iii) The superior should consult with the subordinates establishing the
accomplishment of the \objectives.
(iv) Setting intermediate review time table.
(v) The superior and the subordinate should make any required modification in the
designing of the objectives.
(vi) Meeting should \be available for final evaluation by the superior to help
subordinate their performance and for encouragement session. And
(vii) Objectives for next cycle are set by the subordinate after consulting with the
superior keeping in minds the previous cycle and adjusting with future
expectation.

According to Mathis and Jackson (1997) concluded the following steps for MBO
evaluation. “Job review and agreement, development of performance standards,
guided objective setting and continuing performance discussion.’’ This clearly shows
failure in designing and implementation, results poor performance of MBO. According to
John and John (1992) management by objective (MBO) involves a formal agreement
between a superior and subordinates concerning the subordinates performance objectives
for a given time period, subordinates plan, through which they accomplish tasks, standards
for measuring whether or not they have been accomplished and procedures for reviewing
results. Performance objectives in MBO establishing performance objectives are an
essential part of the mob process. The nature of an objective and the way in which it is
established can have a major impact on how well mob works. According to John and
John(1992 )the authors added the following points that “in a good MBO program,
performance objectives are written. They are also formally agreed by both supervisor and

14
subordinate and they meet the test established by these criteria for a good performance
objectives.’’ The following steps should be considered when MBO is employed.
(i) Targets a key result to be accomplished.
(ii) Identifies a date for achieving results.
(iii) Offers a realistic and attainable challenge
(iv) Is specific and as quantitative as possible.
Essay type of appraisal This is a written narrative form of appraisal conducted by the
rater who describes the performance of an individual. Instructions are often provided
to the rater as to the topic that should be covered. A typical essay appraisal question
according to Byars and Rue (1987) explained that the employees’ performance including
quantity, quality of work, job knowledge, and ability to get with other employees. What are
the employee’s strengths and weaknesses? In the essay techniques of evaluation the rater is
asked to describe the strong and weak side employ behavior. According to Byers and
Rue (1987) the critical-incident appraisal requires the rater to keep negative
behaviors of each subordinate over a period of time, such as weekly monthly,
quarterly and yearly.

Graphic rating scale

According Gary (1985) Graphic rating scales are probably the most widely used
performance appraisal tools since they are relatively easy to develop and use. The graphic
scale can be developed on a chart with a number of traits (such as quality and quantity) as
well as arrangement of performance (from unsatisfactory to exceptional for each. Each
subordinate is rated by circling or checking the score that best describe his/her level of
performance for each trait. The assigned value for each trait is then totaled.
The alternation ranking method
This used for evaluating employees is to rank them from best to worst on some trait. Since
it is usually easier to distinguish between the worst cad best employees than to simply rank
them, an alternation ranking method is most popular. First, list all subordinates to be rated
and then cross out the names of any not known well enough to rank. Then, on a form such
as that indicate the employee who is the highest on the characteristic being measured and
also the one who is the lowest. Then choose the next highest and the next lowest
alternating between highest and lowest until all the employees to be rated have been
ranked. (Gary 1985).Behavioral anchored rating scale: According to Stephen (1988)

15
stated that, performance appraisal technique in which an evaluator rates employees on
specific job behaviors combine major elements form the critical incident and graphic rating
scale appraiser the appraise rates an employee according to items along a continuum
but the points are examples of actual behavior rather than general descriptions or
traits.Multi person comparison: Compare one individual’s performance to those of
one or more others it is a relative, not an absolute, measuring device. The three most
popular uses of this method are group order ranking, individual ranking, and paired
comparisons.
Group order ranking: A performance appraisal approach that group employees in to
ordered classification by the evaluator.
Individual ranking:
A performance appraisal approach that ranks employees in order from highest to lowest
based on their performance accumulated. The evaluator ranks all individual employees in
relation to their performance task.
Paired Comparison: A performance appraisal approach in which each employee
and rated either by the superior or weaker member of the pair.

2.5. The Criteria of ROTPA

Webb and Norton (1992) define criteria as “the job related behaviors expected of
the teacher an administrator or other staff member.”Accordingly they describe the
following three types of criteria’s for evaluation plans.
i. Performance-based criteria
This is the most commonly used performance criteria. According to these criteria, teachers
and administrators behavior to do specific tasks should be evaluated or assessed.
ii. Trait or attribute criteria
The trait criterion describes what the employee is, rather than what the employee does.
Traits such as aggressiveness, tolerance of stress, creativity, Self-confidence, adaptability,
and so on.Those trait criteria’s affect the quality of a person to perform activities positively
or negatively. There are also other personal qualities which affect the teaching learning
process. As Webb and Norton (1999) described that “although most schools do not rely
heavily on trait criteria, Today strait criteria such as dependability and personal
appearance are still found in many evaluation systems.”

16
iii. Result-based criteria
The rational for this approach is that, teachers and administrators should achieve
certain objectives and that their performance can be meaningfully assessed by examining
the extent to which those objectives shave been accomplished.
2.6. The role of the human resource manager

According to Warner (2009)The human resource manager should mind that organizational
change is a kind of chaos that the member of variables changing at the same time,
the magnitude of environmental change , and the frequent resistance of human
systems create whole confluence of processes that are extremely difficult to predict and
almost impossible to control. Describing the cause of organizational performance and
change, we must explore important lines of thinking first. The manager must
understand more thoroughly how organizations function (i.e. what leads to what)
second, the manager must understand how organizations might be deliberately changed.
According to Mathis and Jackson (1997) the human resource manager is expected to
play an important role in the effort to make an organization effective and efficient in
achieving its goals and objectives. It must be noted that the human resource manager’s role
must be seen in relation to other managers and not as an ‘outsider.’

The human resource manager, like his colleagues in the designing and engineering of tasks
of the organization, should work hand in hand with the employees. The manager is in
important position in that he/she interacts with all heads of departments, so that he offers
the necessary leadership, which is vital in the achievement of organizational goals. In order
to deal effectively with other specialists, the human resource manager himself must have a
high degree of educational attainment. James (1970) stated that one of the most important
roles of the human resources manager is controlling organizational activities. Controlling is
an important means of coordinating diverse activity toward objective accomplishment. The
control function regulates system output by measuring actual with expected performance.
The control function is also concerned with means as well as ends continual
feedback concerning how organizational activity is carried out is important for long-run
stability. The control system can be defined as that phase of the managerial process
which maintains organizational activities within allow able limits as measured from
expectations just as there is a hierarchy of plans on a continuum of comprehensiveness,
there are comparable control procedures appropriate at different levels. On the other

17
hand, there are processes for making innovative decisions (adaptive system) with
move the organization along its life cycle in response to external and internal stimuli
(James, 1970)
2.6.1. Turning motivation in to performance

According to James (1991) managers are not concerned only with motivation. They must
ensure that motivated effort results in performance effective and efficient accomplishment
of objectives. This involves making sure each individual knows the objectives that
must be achieved; knows the tasks necessarily to achieve them; and has the abilities,
skills, and tools to accomplish the necessary tasks. Managers should help employees
motivate in their organization because motivation influences performance to accomplish
objectives successfully. According to Thomas and Carl (1993) in order to make
effective control managers should utilize effective interview techniques when
providing an employee with performance feedback. Compensation of employee involves
the development of reward systems organizations must choose a compensation plan
that achieves the goals of the organization. Hence functions of compensation plans
are: Individual incentive plans are designed to pay employee’s based on the
employees performance as measured against organizations defined standard, group
incentive plans should be designed to pay employees based on their group’s performance,
and merit pay should be /is designed to provide individuals with pay raises and bonuses
based on the judgmental merit rating they receive from their boss or organizational.
2.6.2. Organizational control process

According to Glueck and Ivancevich (1989) performance appraisal is the process by

which
organizations evaluate job performance when done correctly, their supervisors, the
human resource department and ultimately the organization all benefit. Managers see
performance evaluation is the human resource management activity that is used to
determine the extent to which an employee is performing the job effectively.
According to James (1970) described two types of control process of human resource
manager: Cybernetics approach: is an important concept for the control function of
a manager. Cybernetics involves communication and control. It is concerned with
information flow in complex systems. Cybernetics’s the most important and useful
connotation of the control function –making a course toward a goal. Feedback approach:
is an essential ingredient in any control process. It provides the information for
18
decision which adjusts the system over time. As plans are implemented, the system
is tracked or monitored in order to ascertain whether objectives are being met.
Feedback is usually obtained with reference to both the ends sought and the means
designed to archive them. Organizational control is that phase of the managerial
decision system that monitors performance and provides feedback information which can
be used in adjusting both.
2.6.2.1. Concepts and functions of control

According to James and Fremont (1970) the concept of control can be quite general and
can be used as a focal point for managerial system. For example planning can be thought
of as a means to allow control of individual or organizational behavior. The task of
organizing can be used for providing a means of controlling activities. Control is more a
state of mind than any specific amalgam of mathematical, scientific or technological
method. The word “Control” has several meanings such as to check or verify, to
regulate, and to compare with standards to exercise authority over (direct or
command), or to curb or restrain. All are significant for organizational theory and
management practice.
Checking or verifying is one of the most important aspects of control that implies some
means of measurement and some standard which can serve as a frame of reference in the
control process. Managers concerned with control In relation to matching performance
with necessary or required conditions to obtain a purpose or objectives. The Essence here
is direction and integration of effort required accomplishment of tasks control is
concerned not only with the events directly related to the accomplishment of major
purposes, but also with maintaining the organization in a condition in which it can
function adequately to achieve these major purposes. The fundamental elements in any
control system become the control process when linked \sequentially in a cycle that is to
determine goals or objectives, plan programs, determine work load, determine required
resources, acquire authority to use resources, perform work, compare performance with
plan, compare program achieved with planned program and compare goals achieved
with goals wanted.
According to Mathesand Jackson (1997) stated that “the human resource manager co-
ordinates and controls the implementation of the organization’s human resource
policies and practices to ensure uniformity of action, justice and fairness.” The human
resources manager has so many duties and functions and carries out tasks towards

19
organizational achievement effectively and efficiently. The roles and duties of the manager
in planning systems and procedures for recruitment, selection, promotion, transfer, job
description and job evaluation. The manager also initiate chances aimed at improving the
effectiveness of the organizational and individual goals. Establishing training programs to
all employees based on their current performance capacity.
The human resource manager should consider up on the factors that cause low morale
and commitment among employees and, hence, the managers have to take corrective
actions, Maintains appropriate appearance, Displays self-control, initiative, confidence,
and flexibility, Maintains effective and appropriate communications with students, parents
and co-workers, Evidences integrity and understands the established conventions of the
school and the community, Treats. Students and staff fairly,Uses self-evaluation for
improvement. Stephen (2005) stated that managers can help employees meet their
basic physiological needs by paying them reasonable wages and providing a
comfortable physical environment. They can meet employees’ security needs by offering
life employment, a grievance mediation system, and insurance and retirement benefits. In
addition to this, managers can help employees foster the necessary conditions for
successful team work and by rewarding performance achievements. Managers should
understand the factors motivate and inspire employees’ job performance through the
intrinsic and extrinsic reward dimensions. When employees’ motivated through the
intrinsic dimension, such as, recognition, possibilities for growth and advancement.
When those motivators are present can satisfy employees and motivate them because of
their association with the need for self-actualization. In the case of extrinsic
dimension, such as, pay, job security, working conditions status and the like
address satisfaction or motivation to employees. But because they are “external’’ they are
not enough to satisfy or motivate employees when they are present.

The scholar, Stephen (2005) described that “many needs like one’s own set of values, are
learned from culture, but there are three primary sets of needs, and any one of them may
explain most of any observed behavior in a given individual. The three primary needs
are the need for achievement, the need for affiliation and the need for power.”
According to the needs theory, at any point in life, one of the needs may be more
dominant than the other to influence the individual’s perception of reality. Hence,
managers have to understand the situation of employees’ needs of performance behavior
that rewarded behaviors recur more often than unrewarded ones. Managers have to help
20
employees avoid the frustration that results when the intended out comes fail to
materialize; managers should work with employees to establish realistic expectation.
Another aspect of managers role is that, managers should often give and take feed backs of
employees satisfaction because employees compare their efforts’ and rewards with
those of their peers. Due to this, managers shall see the fairness of comparison.
According to French (1990) described that “educational systems should undertake some
training and development programs such as: increased productivity, heightened moral,
reduced supervision, increased organizational stability and organizational training needs.”
Therefore, the educational manager should consider the following important points in
detail in his/her leadership. teachers in particular can only contribute limited out puts
towards the achievement of educational or school objectives.
Heightened moral: There are indications when employees are with required moral
and satisfaction such as willingness to co-operate with other staff members to achieve
common objectives, voluntary involvement to accomplish educational policies. Staff
members shall be satisfied on the job, it is likely that satisfaction is evidenced by
moral and commitment and translated to high performance of assignments with required
knowledge and skill. Reduced supervision: a trained and well educated teacher can
supervise him/herself. This implies that the supervisor can go in increasing the span of
control over the teachers. Hence, the education system can save too much time and cost on
supervision. Increased organizational stability: Organizational stability is mandatory to
perform tasks and to achieve organizational objectives adequately. When staff members
are acquired with necessary skill and knowledge through training and development
programs can have the opportunity that the organization would ran smoothly. This in
turn, gives staff members a sense of job satisfaction and become loyal to the
education system, ensuring it with a sustained development towards goal
achievement. The manager should select training needs for its employees not merely
for the sake of training but for meaning full development and it must meet the
objectives of particular organization.
2.7. Types and functions of control in an organization

According to James (1991) stated control is the process of measuring progress

toward planned performance and if necessary, applying corrective measures that
performance is in line with manager’s objectives. Leonc and Dolnald
(1992).explained there are three types of control they are: Feed forward: attempts to

21
anticipate problems or deviations of standard before they occur. It is active, quick
approach to control, allowing corrective action to be taken before real problem develops.
Concurrent: is also called steering control or screening, occurs while an activity is
taking Feedback controls: Also known as post action control is historical. That is the
measured activity has already occurred, and it is impossible to go back and correct
performance to bring it up to standard. Examples of feedback controls are disciplinary
situations, performance and appraisal interviews. Feedback control occurs after the fact.
2.8. The Impact of control

According James (1991) mentioned four types of control steps establishing

performance objectives and standards, Comparing actual performance to objectives and
standards and taking necessary actions .
2.8.1. Establishing performance objectives and standards

The first step in control and evaluation involves establishing performance standards.
Those standards state the objectives of the organization and its sub units providing
targets for individuals and groups to achieve actual performance can be compared
with those targets. When those whose performance is to be measured are involved in
developing standards, they are likely to have more positive attitudes toward meeting
those standards.
(i) A highly refined management by objectives, results and rewarding program
includes standards for every job in the organization. Sometimes standards are
difficult to establish properly or are not changed to fit new circumstances. Methods
of measuring performance must be designed for each standard established. And a
means of measuring performance against the standards must be determined.
Specific standards of performance must be identified for each job, and ways
of measuring performance against those standards must be defined. Moreover,
those standards must be accepted and utilized by all involved. (James 1991).
According to Leonc and Donald (1992) a standard is a unit of measurement
that can serve as a reference point for evaluating results. There are three types
of standards. They are:
(i) Physical standards might include quantities of products or services, number of
customers or clients, or quality of product or service.
(ii) Monetary standards: are expressed in cost such as material cost, labor cost,
selling cost and the like. And
22
 (iii) A time standard includes the speed with which jobs should be done or the
deadlines by which they are to be completed. They can express in.

2.8.2. Measuring actual performance.

According to James (1999) once a systems for measuring performance against standards
have been designed, actual performance by an individual group or department must
be calculated. It is necessary to achieve a balance between too much information
and too little. According to Leonc and Donald (1992) setting standard is futile unless
there is some way to measure actual performance the standard established, what will be
measured and what level of performance is satisfactory. Among the many ways of
measuring the performance: (1) observation (2) reports, both oral and written (3)
automatic method inspections, test and samples.
2.8.3. Comparing actual performance to objectives and standards

According to Leonc and Donald (1992) a critical control step is comparing actual
performance with planned performance: facts about performance, standard alone are worth
less. Unless \standards are not compared with actual performance based on objectives and
standards. According to William and Kazanas (1989) in most general sense,
evaluation of human resource development is worthwhile because it provides
information which can be used to improve planned learning, making it more effective in
meeting needs, solving past performance problems, and anticipating future opportunities
for performance improvement.
2.8.4. Taking necessary actions

According to Leonc and Donald (1992) if corrective action is needed it must be taken in
appropriately. The standard may be modified or steps may be taken to improve
performance or both maybe done concurrently. If correction are needed then it can
either be changed the original standard which may have been too low or too high and
/or changed the performance measurements inspects more or less frequently or even
alter the measurement system.

According to James (1991) once actual performance has been compared to performance
Standards, the manager must choose among three possible actions. The author stated three
necessary actions in relation to performance appraisals: poorly designed and implemented
by the manager, this eventually resulted in the replacement of the manager for additional

23
training, demotion, transfer or layoffs. 2. If performance (or anticipated performance)
is below the standards the manager must take preventive action to ensure that the
problem will not recur. This goes beyond going merely taking corrective action. It is
insufficient simply to correct problems. Rather, the manager must take corrective
action to make sure the problem will not recur. 3. If performance is greater than or
equal to standards, the manager may choose to reinforce the behaviors that led to the
achievement of the standards.
2.9. The balanced score card

According to Robert and Vijay (2004) the balanced score card is an example of
performance measurement system. According to the proponents of this approach, business
units should be assigned goals and then measured. Melaku (2010) stated that, “the
balanced score card (Bsc) is comprehensive management control system that balances
traditional financial measures with operational measures relating to an organizations
critical success factors.” In this regard, the balanced score card is a newly introduced
approach to performance measurements in Ethiopia.
2.9.1. Components and functions of balanced score card

According to Robert and Vijay (2004) the balanced score car has the following
four perspectives. (i) Financial (e.g. Profit margins, return on assets, cash flow) (ii)
Customer (e.g. Market share, customer satisfaction index) (iii) Internal Business (e.g.,
employee retention, cycle time reduction) and (iv) Innovation and learning (e.g.
percentage of sales from new products). The balanced score card fosters a balance
among different strategic measures in an effort to achieve goal, congruence, thus
encouraging employees to act in the organizations best interested, It is a tool that helps
the organizations focus, improves communication, set organizational objectives, and
provided feedback on strategy. According to Melaku (2010) discussed that “A balanced
score card contains four major perspectives: financial performance, customer service,
internal business process and an organizations capacity for learning and growth.
Within these four areas, measurement is expected to identify key performance
indicators the organization will track.” The financial perspective concerns about
improving short and long term organizational performance. Customer service
indicators measure how customers view the organization in relation to customer
satisfaction. The business process indicators focus up on production and operating business
data’s such as order fulfillment and cost preorder. The final element concerns about the
24
organizations potential for learning and growth, focusing on how well human and other
resources are being managed for organizations future. They are also other measurements
include such things as employee retention, business process improvement and introduction
of new out puts. The components of the balanced score car designed in an integrative way
so that they support one another and link short term action with long term goals. Regular
information system facilitate the importance of balanced score card by employing
managers to easily control measurement in many areas, quickly analytic data and
changing much amount of data in to clear and benefits the managements to focus of crucial
strategy measures that define the success of particular organization over time and create
communication that clearly works throughout the organization.
2.9.2. Principles of staff performance appraisal

According to Gary (1985) mentioned two important principles of performance

appraisal they are to understand the appraisal problems and avoid them, overall appraisal
process should be clear, formalized standardized and made as objective as possible,
performance appraisal system should be a job related as possible. For example the
criteria to be evaluated such as “Quantity of effort” and “Punctuality” should be made
sense in terms of the nature of the job, appraiser should be adequately trained in the use of
appraisal techniques, appraiser should have substantial daily contact with the employee
being evaluated, if the appraisal involves several measures of performance (like
attendance, quality and quantity), the weight of each measure in relation to the overall
assessment should be fixed ahead of time. whenever possible, the appraisal should
be conducted by more than an appraiser and all such appraisals should be
conducted independently and employees should get feedback on how they are doing
as frequently as possible. According to Edwin (1984) appraising performance of
individual, groups and organizations is a common practice of all societies while in some
instance, those appraisal processes are structured and for many sanctioned. In other
instance they are informed and integral part of daily activities. In social interactions,
performance evaluation is done in haphazard and often in systematic way. But in
organizations formal programs of evaluating employees and managerial performance
conducted in a systematic and planned manner. According to Wikipedia, the free-
encyclopedia, performance appraisal as a principles requires the job performance of an
employee to be evaluated in terms of quality, quantity, cost and time typically by the
corresponding manner or supervisor. It is a process of obtaining, analyzing and recording

25
to the organization. Another principal feature of performance appraisal is an analysis of
employees’ recent successes and failures, personal strength and weaknesses and suitability
for promotion or further training. It is also the judgment of an employee’s performance in
job based on considerations other than productivity alone Performance appraisal.
According to French (1990) there are guiding principles which are so important for staff
performance appraisal. Knowing and understanding the key concepts and principles can be
helpful to learn how a successful staff performance appraisal can be designed and operated
in the interest of enhancing the development of the individual employee/teacher and the
organization at large. There are series of principles of performance appraisal mentioned
and explained as follows.
2.9.3. Principles of effective communication

Effective communication in the education system is very important between evaluate and
evaluator of performance appraisal. For example, in the school system, the school principal
or vice principals, department heads, unit leaders are essential for successful operation of
staff performance appraisal. Mutual understanding, support and commitment of evaluates
and evaluators about the purpose, criteria and process of performance appraisal should be
taken into consideration while implementation. Improper communication about the
purpose, criteria and process of the appraisal program can result in distortion and
uncertainty among evaluates and evaluators.

2.9.4. Principle of evaluators training

The sensitivity and complexity nature of staff performance requires evaluator’s

adequate competence in human, technical and conceptual skills. Poor training, knowledge
and skills of performance appraisal, may lead to reluctance with sense of insecurity,
because, they know nothing or little about it better than their evaluates. In addition to
this, when evaluators are with no relevant training commit appraisal errors which
results subjectivity and bias of performance results. Hence, it is necessary that
evaluators should be provided adequate knowledge and skill of performance appraisal
through pre and in service training programs.

2.9.5. Principle of staff participation

Those who are directly affected by the appraisal program have to take part in the design
and operation of the appraisal system. Evaluates awareness and acceptance about the real

26
purpose of performance appraisal creates positive and smooth job behavior that maximizes
performance of staff members.

2.9.6. Principles of contextual factors

Factors which are beyond the control of staff members can influence their
performance effectiveness in the organization. The organizational factors which cannot be
controlled by the staff members can be the availability of instructional materials
relevance of curriculum, physical condition of the working place, appropriateness of
working hours and so on.

2.10. Problems undermining performance appraisal

According to Gary (1985) there are different types of performance measurement

errors committed by appraisers. The following appraiser problems are discussed below.

The Halo effect problem : there is a halo effect in the appraiser when the appraiser
assigns the same rating to all traits regardless of an employee’s actual performance on
these traits .The problem often occurs with employees who are especially friendly ( or
unfriendly ) toward the supervisor . For example, an unfriendly employee often be rated as
unsatisfactory for all traits rather than just for the traits “gets along well with others.” The
central tendency problem: many raters have a central tendency when filling in
questionnaires or ratings. For example, if the rating scale ranges from one thought seven,
many raters will tend to avoid the highs (six and seven) and lows (one and two) and put
most of their check marks between three and five. On a graphic raring chart, this
central tendency could mean that all employees are simply rated “average.” This
restriction can seriously distort the evaluation, making them all most use less for
promotion, salary, or counseling purposes.

According to Melaku(2010:39) indicated other type of raters errors of evaluation

such as recent behavior bias.

Recent behavior bias: evaluators often forget or undermined past performance of

employees, rather they tend to see employees based on recent work behavior or
performance only. When the evaluator do not have the necessary performance data or
information about the employee, then the appraiser commit mistakes instead of evaluating

27
employee based on the cumulative performance. According to James and Edward (1992)
added the following appraisal errors by raters

Different rater patterns: managers (like teachers) differ in their rating styles some
manager’s rate harshly others easily. The lack of uniform standard is un fair to
employees, who can become confused about where they stand, it is also unfair to
organization, since it makes it difficult to decide which employees should be rewarded.

Shifting standards: some managers rate each subordinate by difficult standards and
expectation. A low performance but motivated employee for example, might be
rated higher than atop performing but seemingly indifferent employee.

2.10.1. Problems with the evaluates

According to Melaku (2010) there are problem of evaluate regarding performance

appraisals. They are (i) Staff members view appraisal as arbitrary and a mechanism
of fault finding due to this they end to frustration and anxiety and (ii) Because of the
negative attitude of some staff members resist to accept performance appraisal results.

28
 CHAPTER THREE

3. Research Design and Methodology

This chapter presents about the research design, sample and sampling techniques,
instrument of data collection, method of data analysis, and ethical considerations are
briefly discussed below.
3.1. Research Design

A descriptive survey design will be used in this study. As mentioned by Berhanu

(2006), descriptive survey method becomes useful when the purpose of research is
to picture the current situation. It also allows collection of data using different tools and
document analysis describes and interprets what existing. It is concerned with conditions
or relationship that exists; options that are held, processes at are going on, effects that are
evident, or trends that are developing. It is primary concern with the present although it
often considers past events and influences as they relate to current conditions. Basically,
survey method helps to obtain firsthand information from samples representing large
size population and enables the researcher to have multi method of collection of
data. Therefore, a mixed approach will be designed which includes both quantitative and
qualitative approaches to carry out this study.
3.2. Research methods

Method is a style of conducting a research work, which is determined by the nature of the
problem. Thus, both quantitative and qualitative methods will be implemented to
investigate the practices and the problems of result-oriented teachers performance appraisal
in secondary schools of Jimmazone.
3.3. Description of study area

Jimma zone is one of the zones in the OromiaRegion.The zone is found in the southern
western part of oromia region that has common boundaries with western Showa in north,
East WollegainNorth, IluAbabor in North West,inSouth Southern Nation, Nationalities and
Peoples of Oromia Region.The administrative Centre of the zone is Jimma town which is
336 kilo meters away from the center Addis Ababa. There were twenty one woreda as and
one hundred three general secondary schools were found in the zone. Coffee, Maize and
Barely are the most widely cultivated crops in the zone.

29
3.4. Source of Data

Both primary and secondary sources of data will be used. The primary data will be
obtained from school principals, teachers and supervisors. They are the main participants
in implementation of teachers’ performance appraisal in General Secondary Schools.
Secondary data will be collected from classroom performance observation checklist,
teachers’ performance appraisal documents and reports.

3.5. Population, Sample size and Sampling Technique

The study will be conducted in Jimma zone secondary schools. It focuses on four randomly
selected woredas out of twenty one which constitutes 19% of the total population of
woredas in the zone. The reason behind this will be it is difficult to collect data and also
time and resources will be also another challenge for the researcher. Therefore, taking
these four woredas will be manageable to collect data and the sample population will be
representative 50% sample populations of teachers will be selected. To make the study
manageable, four waradas out of 9 schools totally found in the woredas will be selected
using simple random sampling technique to give equal and independent chance since the
woreda has more than one General Secondary Schools. This constitutes 22% of the total
population of schools found in the selected woredas. Concerning to determine types and
number of respondents, the group of respondents will be teachers, principals and
supervisors who implements current teachers' performance appraisal at school level.
All sample schools have two principals therefore all the 8 principals heading the 9 sample
schools were involved in the study. One supervisor from each of the four sample woredas
also involved in the study. So, purposive sampling will be used to include all 9 principals
and 5 supervisors since they are involved in operating teachers’ performance appraisal in
general secondary schools. across the eight selected schools, the researcher determine and
include half (50%) of teachers, because as stated by Cohen (1994)”The larger the sample
the better the study”. So, these teachers will be selected using simple random sampling to
give equal chance of selection of the sample.

30
 Table 1Type and size of sample Respondent

Population Sample
No. Schools Sampling
Techniques

office head
Education

Education
Principals

Principals
Teachers

Teachers

Wareda
and vice

Wareda

%
1. Benja 48 3 1 1 19 40 3 1 1
Simple random
2. Limu 56 3 1 1 22 40 3 1 1 Sampling ,Purp
Genet osive Sampling
and
3. Atinago 32 3 1 1 13 40 3 1 1 Availability
Sampling
4. Bage 26 3 1 1 10 40 3 1 1

Total 4 162 12 4 4 64 40 12 4 4

3.6. Data Gathering Instruments.

Relevant quantitative and qualitative data from teachers, principals and supervisors will be
collected using questionnaire, interview and document analysis.

3.6.1. Questionnaire

Questionnaires are suitable for survey research since it makes less expensive and gives
more accurate information. Because of this the researcher selects questionnaire ease part of
data gathering tools for this study .Questionnaires will be developing for teachers.
Questionnaires are closed ended items that will be developed for teachers. Self-developed
questions will be designed to collect the quantitative data. The questions will be designed
in English since the data will be collected from teachers.
3.6.2. Interview

In terms of the interview 4 Woredas officials will be selected for additional

information. Interviews are most effective for qualitative research. They help you explain,
better understand, and explore research subjects' opinions, behavior, experiences,
phenomenon, etc. An interview can cover any number of content areas and is a relatively
in expensive and efficient. Way to collect a wide variety of data does not require formal
testing. One of the most common uses of interview is to collect life history and

31
biographical data about the research participants (Anastasand urbina,1997,stokes,
Mumford and owens,1994) interviews are also an essential component most types of
qualitative research. Because of this the researches select interview as a part of data
gathering tools for this study interviews will be conducted with principals and supervisors
will be taken as the interviewees to provide their responses through structured interview
questions. The interview questions will be structured in English language and ten interview
questions will be designed for the interviewees.

3.6.3. Document Analysis

Documents like performance report, checklists, classroom observation checklists, teachers’

portfolio, self and peer evaluation checklist , and feedbacks will be observed and needed to
gather information in addition to questionnaire and interview .These documents were
selected with the assumption of their direct relation with the information about teachers’
performance in the school with regard to teaching learning process.

3.7. Procedure of Data collection

In terms of the tools of data collection, primary sources of data will be teachers, principals,
and supervisors.4 schools will be selected based on the simple random sampling technique
to give equal chances of selection therefore 64 teachers and 12 principals will be selected
based on simple random sampling techniques because in order to get proportional size of
population in each of these 4 schools. All principals and supervisors will be selected
based on availability of sampling techniques because 12 principals will be selected from
each 4 schools. The mechanism of selecting the individuals for interview will be by
consulting and selecting persons who might have the information.

The medium of instruction in which the questionnaire items and interview

questions will be prepared in English, because secondary school teachers can
understand and can respond through. A pilot survey will be conducted on one selected
secondary school which is in Agaro secondary school in Agaro town. To ensure the
validity and reliability of the questionnaires developed, before it will be used to
collect information at all selected secondary schools of the zone. As a result of this,
some questions will be improved and corrected due to lack of clarity. In addition to this,
open-ended questions like “why yes” or “why no” will be added to get adequate

32
information from the respondents. Eventually, after adjustments will be made
questionnaires will be distributed to 162 teachers and 9 principals and 5 supervisors.

3.8. Method of data analysis

The data gathered through questionnaire will have two parts, the first part will be
questionnaire related to background information that is about the demographic
characteristics of the informants. The second part of the questionnaire will be related
to the basic research question. These data will be tabulated and expressed in simple
descriptive statistical tools. Percentages and mean value, standard deviation and central
tendency particularly mean scores summary will be done to give the meaningful
conclusion for this study will be also used to describe what portion of subjects will be
agreed or disagree on the given items. An interview will be conducted with selected
subjects, open ended questions responded by the respondents and documents analyzed
are discussed narrative qualitative method.
3.9. Ethical Consideration
The researcher has a responsibility to care of all possible ethnical issues that might arise
during the study, such as obtaining the consent of the participants for the necessary
data and the respondents will be understood of the purposes of the study through the
instruction given on the cover page of the questionnaires and orally, briefly will be
discussed. In any form, in this study respondents will be not influenced to change their
responses in favor of the researcher.
3.10. Checking Validity and Reliability of the instrument

Although the term reliability’ is conceptual for testing, according to

Joppe( 2000).Reliability is extent to which repeated measurements undertaken using
stoolOrin student by different individuals given similar results. Reliability is the extent to
which Results are consistent over timeandaccurate presentation of the total population
under studying if the result sofa studycanbe reproducedunder similarmethodology, then the
research instrument is considered to bereliable. A measure is considers Reliable if it would
give us the same result repeatedly .A reliability test would be Performed to check the
consistency and accuracy of the measurements calls of the methods to estimate the
reliability of the score so ancestor measurements is Cornbach’ coefficients alpha method.
Hence, Cornbach’ coefficient s alpha refers to the extent to which there is interrelatedness
among the responses to the multiple items Comprising in the Liker scale. Hence, as

33
explored by Field (2009), if Alpha Coefficients will be above 0.70, consistency and
suitability will be considered high. Therefore, 30 Sample respondents of teachers will be
taken from one secondary school and the designed questions will be distributed and
responses will be collected. The collected responses will be analyzed and the reliability
will be checked for the self-developed questions comparing with standard stetted for
reliability of self-developed questionnaire. In that in this study Validity refers to how
accurately a self-developed question measures what it is intended to measure and
addressed the objective of the study through answering the basic research questions.

CHAPTER FOUR

4. Time schedule and budget breakdown

4.1. Time schedule

No Types of activities Expected time to

accomplishes the activity
1 Submitting first draft research proposal for advisors Up to30/4/2013.E.C Students
2 Commenting on first draft research proposal and sending 1/5/2013-15/5/2013E.C Advisors
to student
3 Incorporating comments 16-25/5/2013E.C Students
4 Submitting the revised proposal for second time 26-30/5/2013E.C Students
5 Commenting on second draft proposal 1-5/6/2013E.C Advisors
6 Submitting the proposal to the department 5-10/6/2013E.C Students
7 Proposal defense 11-15/6/2013E.C Students
34
 advisors

The researcher will have the implementation schedule in a coherent way within a specific
time span as follows.
Table 2: Time schedule

4.2. Cost Breakdown

The researcher will follow the following budget breakdown plan in overall study.
Table 3: cost breakdown

No Items Amount Unit price Total price

1 team Birr Cent birr Cent
1 Duplicating paper 2Pack 180 00 360 00
2 Stapler 1pack 120 00 120 00
3 Flash 2 400 00 800 00
4 CD-RW 2 25 00 50 00
5 Computer service 50-90paper 8 00 720 00
6 Photo copy 3 round 120 00 360 00
7 Transportation 4round 1200 00 4800 00
8 Printer service 3 round 90 00 270 00
9 Internet service 150 00 150 00
10 Mobile card 10times 25 00 250 00
11 Other 4round 6990 00 6990 00
Total 15,000

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