The Teachers’ Perceptions Towards Performance Appraisal in Improving Teaching in Public Secondary Schools Misungwi District, Mwanza Region

Abstract

This study investigates the influence of teachers' perceptions of performance appraisal on teaching improvement in public secondary schools in Misungwi District, Tanzania. The Tanzanian government introduced the Open Performance Review and Appraisal System (OPRAS) in 2004 to replace the Closed Annual Confidential Report System (CACRS), with the aim of fostering transparency, accountability, and better communication between management and staff. Utilizing a mixed-methods approach with a convergent parallel design, the study gathered data from 102 participants, including teachers, TSC leaders, a District Secondary Education Officer (DSEO), and school heads, selected through stratified random and purposive sampling. The findings revealed that most teachers viewed performance appraisal positively, recognizing its potential for enhancing teaching practices and professional growth. However, a minority expressed concerns, highlighting the need for open communication and more inclusive participation in setting performance objectives. The study concludes that regular and participatory performance appraisals, incorporating student feedback, are essential for fostering professional development and improving teaching effectiveness. It recommends the use of appraisal results to tailor professional development programs that address specific teaching challenges while reinforcing strengths. Such practices will not only enhance teacher performance but also contribute to creating a more collaborative and effective teaching environment, ultimately leading to overall school improvement.