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ROLE OF PERFOMANCE APPRAISAL ON IMPROVING TEACHERS ’ JOB

PERFOMANCE: A CASE OF HANANG DISTRCT, MANYARA REGION

BY

TSII, PETER F.

REG.NO: PG201506711

DISSERTATION SUBMITTED IN PARTIAL FULLFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF HUMAN RESOURCE

MANAGEMENT OF THE OPEN UNIVERSITY OF TANZANIA

SEPTEMBER, 2016

CERTIFICATION

The undersigned certifies that has read and hereby recommends for acceptance dissertation entitled: “Role of Performance Appraisal on Improving Teacher’s Job Performance in Hanang’ District of Manyara Region- Tanzania “in Partial Fulfillment of the Requirements for the Degree of Masters of Human Resource Management (MHRM) of The Open University of Tanzania.

...................................................

Dr. Joseph J. Magali

Supervisor

………………………………..

Date

COPYRIGHT

No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission by the author or Open University of Tanzania.

DECLARATION

I Peter Fita Tsii, do hereby declare that this dissertation is my own original work and that it has not been presented to any other University for a similar or any other degree award.

………………..…..…………………

Signature

………………………………….

Date

DEDICATION

This dissertation is dedicated to my lovely parents, sisters and brothers especially Sr. Mary Bonaventure of the Catholic Church in Diocese of Mbulu at Manyara, Tanzania as well as my sons known as Leandry Peter, Aloysius Peter for their encouragement and tremendous support that they gave to me throughout this research study, without them it would have been difficult to pursue this course of research methodology or dissertation.

ACKNOWLEDGEMENTS

In the course of my studies, I have always left indebted to many persons for their moral and material support and as much I would like to express my innermost heartfelt and sincere gratitude hereunder.

First and foremost I would like to thank the Almighty God for the blessing, for the gift of life and able body that is endowed me during my studies. The fear of Almighty God is the source of knowledge and truly finds northing worth bestowing in return. Also, I wish to express my sincere gratitude and appreciation to my mum, dad, family members, friends whose prayers, love and best wishes were a source of inspiration, encouragement, and motivation for me as I was successfully completing this studies.

I would like to extend my special thanks to my brothers and sisters who have endured me throughout this period and financed my studies. I am deeply indebted to my supervisor Dr. Joseph J. Magali who read my drafts copies, listened to my anxieties and whose stimulating suggestions and encouragement helped me throughout the time I was researching and writing this dissertation.

I owe special note of gratitude to Dr. Asubuhi Otieno and Dr. Musa Muneja senior lectures of the University of Arusha, Dr. Mohamed Omary and Kassim Salehe Kimweri from the Open University of Tanzania(OUT), for their assistance, guidance, generosity and advice I received from them throughout this project, and granting me permission to access the participants. Finally, I am extremely thankful to all participants who provided me rich and detailed data for the study and lent breadth and value to the research findings.

ABSTRACT

This study examined the role of performance appraisal on improving teacher’s job performance systems on teacher’s performance in the public schools. It specifically assesses the teacher’s evaluation and perception on performance appraisal system, knowledge of teachers on performance appraisal system and performance appraisal management that leads to effective teachers’ performance in public primary and secondary schools. This study was used descriptive design in analyzing data from the findings in multiple units of enquiry, also qualitative and quantitative approaches were used in data presentation. Questionnaires, interviews and documentation were the main methods of data collection in which 120 respondents were asked from primary and secondary schools as well as supervisors. Moreover, the data collected were analyzed and processed by using computer software known as Statistical Packages for Social Science (SPSS.V. 16 .0 ) and the results were indicated clearly on tables and figures. The study assessed and PA for teacher’s and the results revealed that OPRAS implementation at schools is not effective and not very well utilized by the supervisors. The majority of the teachers mentioned that they were not received feedback about (90.0%) were not aware of PA and they lack knowledge of OPRAS in their school organizations. They were not involved in discussing individual performance objectives with supervisors, the evidence was shown from the results that about (54.5%) and they were not given enough time to prepare for the meeting as a result, The current OPRAS system is not used by the government authority for making official decision such as demotion, termination of contract, transfer and promotion in this the response of the respondents is about (86.2%).It was recommended that OPRAS should be implemented effectively to fit a particular organization’ in order to fulfill organizational objectives.

TABLE OF CONTENTS

iiCERTIFICATION

iiiCOPYRIGHT

ivDECLARATION

vDEDICATION

viACKNOWLEDGEMENTS

viiABSTRACT

viiiTABLE OF CONTENTS

xiiLIST OF TABLES

xiiiLIST OF FIGURES

xivLIST OF ABBREVIATIONS

1CHAPTER ONE

11.0 INTRODUCTION

11.1 Overview

11.2 Background of the Study

81.2 Statement of the Problem

91.3 Objectives of the Study

91.3.1 General Objectives

91.3.2 Specific Objectives .

101.4 Research Questions

101.5 Significance of the Study

111.6 Scope of the Study

111.7 Organization of the Study

13CHAPTER TWO

132.0 LITERATURE REVIEW

132.1 Overview

132.2 Definitions of the Key Terms

142.3 Critical Review of Supporting Theories

142.3.1 The Expectancy Theory

162.3.2 Herzberg Theory

172.3.3 Mc Gregory’s Theory of X and Y

192.4 Empirical Analysis of Related Studies

192.4.1 Assessment of Performance Appraisal System Worldwide, Africa and Tanzania

312.5 Synthesis and Knowledge Gap in Literature Review

332.6 Conceptual Frame Work

342.6.1 The Context

352.6.2 The Inputs

352.6.3 The Processes

352.6.4 The Products

37CHAPTER THREE

373.0 RESEARCH METHODOLOGY

373.1 Overview

373.2 Research Design

383.3 Research Approaches

393.4 Area of the Study

393.5 Target Population

403.6.1 Sampling Procedures

413.6.2 Sample Participants

423.7 Data Sources and Data Collection Methods

423.7.1 Sources of Data

433.7.2 Data Collection Methods

443.8 Validity and Reliability of the Study Instruments

453.9 Data Analysis Procedures

453.9.1 Qualitative Data Analysis

463.10 Variables and Measurements

463.11 Limitations of the Study

473.12 Ethical Consideration

473.12.1 Research Clearance Letter

473.12.2 Confidentiality

483.12.3 Anonymity

49CHAPTER FOUR

494.0 DATA ANALYSIS, PRESENTATION AND INTERPRETATION

494.1 Overview

494.2 Demographic Information of the Respondents

494.2.1 Age of the Respondents

514.2.2 Analysis of Gender of Respondents

514.2.3 Academic Qualifications of the Respondents

524.3 Findings According to Specific Objectives

534.3.1 Challenges Facing OPRAS implementation in Schools Organization

544.3.2 Poor Knowledge and Skills of the Respondents

564.3.3 The Working Experiences of the Respondents

584.3.4 Whether the Respondents ever Filled

614.3.6 Feedback and Implementation of Performance Appraisals

634.3.7 The use of OPRAS Implementation by the Government Authority

654.3.8 Leadership Style in Implementation of Performance Appraisal

664.3.9 The Suitable Leadership Style

674.3.10 Level of Trust between Supervisors and Teachers

684.3.11 Involving Teachers in Discussing Individual Performance

704.3.12 whether the Performance Appraisal is Understood to the Respondents or not

704.3.13 The Reasons as Why Teachers do not Understand OPRAS Implementation

72CHAPTER FIVE

725.0 CONCLUTION AND RECOMMENDATIONS

725.1 Overview

725.2 Summary of Findings

725.2.1 Assessment of the Role of Performance Appraisal on Improving Teacher’s Job

735.2.2 The Challenges Facing Teacher’s Performance Appraisal System

745.2.3 The Evaluation of the Teacher’s Evaluation Systems in Job Performance

755.3 Conclusion of the Study

765.4 Recommendations

785.5 The Implications of the Theories with the Study

805.6 Areas of Further Study

81REFERENCES

89APPENDICES

LIST OF TABLES

40Table 3.1: Sample Size Composition

50Table 4.1: Age of Respondents

51Table 4.2 Sex of Teacher’s Respondents

52Table 4.3 The Highest Education Level of the Respondents

56Table 4.4: The Challenges which Affecting

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