2.10.8 Problems With The Appraisers Case Study
2.10.8 Problems with the Appraisers
According to Melaku (2010),explained different problems of appraising regarding performance appraisals. They are (i) staff members view appraisal as subjective and a mechanism of fault finding due to this they tend to frustration and anxiety and (ii) because of the negative attitude of some staff members resist to accept performance appraisal results.
2.11 The Appraisers of Teachers’ Performance
According to William (1993) explained that appraisers believe that appraising staff performance should not depend on a single formally designed appraised. In addition to the superior or the immediate superior, student appraisal, peer/ colleague appraisal, and self-appraisals are also important for valid and reliable …show more content…
Student appraisal: student because of their unique position in the classroom and their proximity to the teachers’ performance in the class room can have ideas about the qualities of effective teaching and can evaluate their teachers based on the classroom performance.
Self-appraisal: the purpose of self-appraisal is to participate evaluates in appraisal process. Giving chance to staff members to appraise themselves in light of the planned objective requires self-commitment and builds trust between the appraiser and appraises.
2.12 Teachers’ Performances Appraisal in Ethiopia
According to Yilma (2007), in Ethiopia, teachers’ performance appraisal started in the 1930s, and its main purpose was to control and inspect the instructional process. Later on, it continued to operate by changing its name to supervision and its function was largely remained unchanged. Berhanu (2006) reported that, since 1996, in Ethiopia in addition to organizationalappraisal, students and parents’ appraisal of teachers’ performance has been in effect at elementary and secondary government schools. The appraisal criteria of the near past of teachers’ appraisal system comprised both trait and performance-based criteria. In these criteria, how work is done is given much emphasis than what …show more content…
The major objective of the past teachers’ appraisal as stated by MOE (1980) cited by Atsede (1991) were: (1) To provide education opportunity, salary increment, promotion and reward to effective teachers. (2) To identify inefficient teachers’ and arrange in-service training to help then minimize their weakness (3) To develop a positive proportional attitude and (4) To take proper measure on teachers’ who do not improve their performance after taking in-service training. (5) To measure the attainment of the objectives of the educational
According to Melaku (2010),explained different problems of appraising regarding performance appraisals. They are (i) staff members view appraisal as subjective and a mechanism of fault finding due to this they tend to frustration and anxiety and (ii) because of the negative attitude of some staff members resist to accept performance appraisal results.
2.11 The Appraisers of Teachers’ Performance
According to William (1993) explained that appraisers believe that appraising staff performance should not depend on a single formally designed appraised. In addition to the superior or the immediate superior, student appraisal, peer/ colleague appraisal, and self-appraisals are also important for valid and reliable …show more content…
Student appraisal: student because of their unique position in the classroom and their proximity to the teachers’ performance in the class room can have ideas about the qualities of effective teaching and can evaluate their teachers based on the classroom performance.
Self-appraisal: the purpose of self-appraisal is to participate evaluates in appraisal process. Giving chance to staff members to appraise themselves in light of the planned objective requires self-commitment and builds trust between the appraiser and appraises.
2.12 Teachers’ Performances Appraisal in Ethiopia
According to Yilma (2007), in Ethiopia, teachers’ performance appraisal started in the 1930s, and its main purpose was to control and inspect the instructional process. Later on, it continued to operate by changing its name to supervision and its function was largely remained unchanged. Berhanu (2006) reported that, since 1996, in Ethiopia in addition to organizationalappraisal, students and parents’ appraisal of teachers’ performance has been in effect at elementary and secondary government schools. The appraisal criteria of the near past of teachers’ appraisal system comprised both trait and performance-based criteria. In these criteria, how work is done is given much emphasis than what …show more content…
The major objective of the past teachers’ appraisal as stated by MOE (1980) cited by Atsede (1991) were: (1) To provide education opportunity, salary increment, promotion and reward to effective teachers. (2) To identify inefficient teachers’ and arrange in-service training to help then minimize their weakness (3) To develop a positive proportional attitude and (4) To take proper measure on teachers’ who do not improve their performance after taking in-service training. (5) To measure the attainment of the objectives of the educational