PERFOMANCE APPRAISAL OF TEACHERS IN PUBLIC AND PRIVATE

SECONDARY SCHOOLS IN KAGADI DISTRICT OF UGANDA

BY

ATUGONZA HANNINGTON

1161-07096-03911

A DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION, OPEN,

DISTANCE AND E-LEARNING IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF THE DEGREE OF

MASTER OF EDUCATION IN EDUCATION MANAGEMENT

AND ADMINISTRATION OF KAMPALA

INTERNATIONAL UNIVERSITY

NOVEMBER, 2017

1
 DECLARATION

I declare to the best of my understanding that this book has not been presented elsewhere

for any academic qualification and for any inconsistence am responsible.

ATUGONZA HANNINGTON

Signature ____________________ Date_______________________

i
 APPROVAL

I hereby affirm that this work was done under my supervision and it is submitted for the

examination with my approval as a university supervisor.

Signed ………………………… Date

Kayindu, V., PhD ........................................

Supervisor

ii
 DEDICATION

This piece of work is dedicated to my family: my wife Kabanyoro Grace my children

Francis, Rose, Mary, Fred, Victor and Grace. May the gracious Lord bless you and give

you Love for mankind.

iii
 ACKNOWLEDGEMENT

My sincere gratitude goes to God for the gift of life that He gave me throughout my studies

in Kampala International University, Uganda. I would like to acknowledge and extend my

sincere and hearty gratitude to my supportive Supervisor Dr. Kayindu Vincent for his

critical reviews, expert advice and availability of his time given to me during consultations

throughout the course of my research work. I also thank the Principle of the College, Dr.

Tindi Seje, the Head of Department, as well as the lecturers Prof. Salami, Dr. Wunti

Ibrahim,. Dr. Sofia Gaite, Ass. Prof. Ijeoma Anumaka and Dr. Fabuyi.

I want to extend my gratitude to my exemplary lecturers at the College of Education for

their great assistance and excellent academic pieces of advice. I owe a special debt of

gratitude to all of them. I also acknowledge all the authors whose works have been cited in

this study.

Further appreciation is extended to my family members; Kabanyoro Grace my wife,

children, Francis, Rose, Mary, Fred, Victor and Grace for the moral and financial support

given to me during the course. Further more, I thank my parents late Nyendwoha Xavier

my father, my mother Nyakamadi Evangerine my brothers Deo, Edward and Joseph for

sponsoring my education right from primary to the current masters level.

I also thank my District Inspector of Schools Mr. Alinda Julius, my District Education

Officer Mr. Bukenya Bartholomew for also giving me financial support during the course.

Finally, I thank my pastors; Francis and Johnson and all the believers of Paacwa Christian

Fellowship for their prayers that enabled me to successfully complete the course.

May the Almighty God bless you abundantly.

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 TABLE OF CONTENTS

DECLARATION ................................................................................................................. i

APPROVAL ....................................................................................................................... ii

DEDICATION ................................................................................................................... iii

ACKNOWLEDGEMENT ................................................................................................. iv

TABLE OF CONTENTS .................................................................................................... v

LIST OF TABLES ............................................................................................................. ix

ABSTRACT ........................................................................................................................ x

CHAPTER ONE ............................................................................................................... 1

INTRODUCTION............................................................................................................. 1

1.0 Introduction…………………………………………..……………………………….1

1.1 Background to the Study............................................................................................... 1

1.1.1 Historical Perspective ................................................................................................ 1

1.1.2 Theoretical Perspective .............................................................................................. 4

1.1.4 Contextual Perspective............................................................................................... 5

1.2 Statement of the Problem .............................................................................................. 7

1.3 Purpose of the Study ..................................................................................................... 7

1.4 Objectives of the Study ................................................................................................. 8

1.5 Research Questions ....................................................................................................... 8

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1.6 Hypothesis.................................................................................................................... 8

1.7 Significance of the Study .............................................................................................. 9

CHAPTER TWO ............................................................................................................ 10

LITERATURE REVIEW .............................................................................................. 10

2.0 Introduction ................................................................................................................. 10

2.1 Conceptual Framework ............................................................................................... 10

2.2 Theoretical Review ..................................................................................................... 11

2.3 RELATED LITERATURE ......................................................................................... 12

2.3.1 Employee Performance Appraisal ........................................................................... 12

2.3.2 How Performance Appraisal is done in Public and Private organizations ............. 14

2.3.3 Why employee performance appraisals is done in Public and Private Organizations17

2.3.4 Factors that affect effective execution of employee performance appraisals in

Organizations .................................................................................................................... 19

2.3.5 Measures that may be taken to improve employee performance appraisals‟ execution

in Organizations ................................................................................................................ 20

CHAPTER THREE ........................................................................................................ 29

METHODOLOGY ......................................................................................................... 29

3.1 Introduction ................................................................................................................. 29

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3.2 Research Design.......................................................................................................... 29

3.3 Study population ......................................................................................................... 30

3.4 Sample size ................................................................................................................. 30

3.5 Sampling Procedure .................................................................................................... 31

3.6 Scope of the study ....................................................................................................... 31

3.7 Data Collection Instruments ....................................................................................... 32

3.8 Data Gathering Procedure ........................................................................................... 32

3.9 Data Analysis .............................................................................................................. 33

3.10 Reliability of Data Collection Instruments ............................................................... 34

3.11 Validity of Data Collection Instruments ................................................................... 34

3.12 Ethical Considerations .............................................................................................. 35

3.13 Limitations of the Study ............................................................................................ 35

CHAPTER FOUR ........................................................................................................... 37

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ................... 37

4.0 Introduction ................................................................................................................. 37

4.1 Profile of Respondents ................................................................................................ 37

4.1.1 Respondents‟ Gender ............................................................................................... 37

4.1.2. Respondents‟ Tenure in the teaching service.......................................................... 38

4.2 Presentation of Findings ............................................................................................. 39

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CHAPTER FIVE ............................................................................................................ 55

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS ............................. 55

5.0 Introduction ................................................................................................................. 55

5.1 Discussion ................................................................................................................... 55

5.1.1 To what extent is formal performance appraisal of teachers done in public secondary

schools in Kagadi district, Uganda?.................................................................................. 55

5.1.2 To what extent is formal performance appraisal of teachers done in private secondary

schools in Kagadi district, Uganda?.................................................................................. 56

5.1.3 Is there a difference in secondary school teacher performance appraisal system

between public and private secondary schools in Kagadi district of Uganda? ................. 58

5.2 Conclusions ................................................................................................................. 59

5.3 Recommendations ....................................................................................................... 60

5.4 Areas for Future Research .......................................................................................... 61

REFERENCES ................................................................................................................. 62

APPENDICES…………………………………………………………………………..67

APPENDIX I: OFFICIAL PERFORMANCE APPRAISAL FORM OF PUBLIC

SERVANTS……………………………………………………………………………..67

APPENDIX II: Table for determining sample size from a given population by Morgan and

Krejcie); adopted from Amin (2005). ............................................................................... 69

APPENDIX III: QUESTIONNAIRE ON PERFORMANCE APPRAISAL OF

TEACHERS IN SECONDARY SCHOOLS IN KAGADI DISTRICT ........................... 70

viii
 LIST OF TABLES

Table 3. I: Population and Sample size............................................................................ 30

Table 4.1.1Respondents‟ Gender ...................................................................................... 37

Table 4.1.2: Respondents‟ Tenure in the teaching service ............................................... 38

Table 4.2.1 showing the extent to which formal academic staff appraisal is carried out in

public secondary schools in Kagadi district...................................................................... 39

Table 4.2.2 showing the extent to which formal academic staff appraisal is carried out in

private secondary schools in Kagadi district. ................................................................... 46

Table 4.2.3 showing the methods of academic staff performance appraisal used in private

secondary schools in Kagadi district................................................................................. 47

Table 4.2.5 showing a difference in secondary school teacher performance appraisal system

between public and private secondary schools in Kagadi district of Uganda. .................. 51

Table 4.2.6 showing a detailed aspects of difference in secondary school teacher

performance appraisal system between public and private secondary schools in Kagadi

district of Uganda. ............................................................................................................. 52

ix
 ABSTRACT

The current study was carried out in 29 secondary schools in Kagadi district of Uganda to
establish the extent to which formal performance appraisal of teachers done in public
secondary schools in Kagadi district, Uganda; to find out the extent to which formal
performance appraisal of teachers is done in private secondary schools in Kagadi district,
Uganda; as well as to assess whether or not there is a difference in secondary school
teacher performance appraisal system between public and private schools in Kagadi district
of Uganda. The study employed a cross-sectional survey design using qualitative and
quantitative approaches. Universal sampling was used for the schools, headteachers and
their deputies yet teachers were selected randomly. Thus, a sample of 320 respondents, of
which 100 were from public secondary schools and 220 were from private secondary
schools were selected using the Morgan and Krejcie (1970) method of determining the
sample. Of the 320 respondents, 30 were subjected to oral interviews (11 from public
schools and 19 from private schools). The data collected from the respondents was coded,
frequency counts made, and the results for close-ended questions tabulated. The frequency
counts generated were converted into percentages which were used to determine the trend
of findings and draw conclusions. For open-ended questions responses were summarised,
compiled, and presented qualitatively. The Analysis of Variance (ANOVA) was used to
assess whether or not there is a difference in secondary school teacher performance
appraisal system between public and private schools in Kagadi district of Uganda. The
findings were that to a large extent formal performance appraisal of teachers is done in
public secondary schools in Kagadi district, Uganda; to a small extent formal performance
appraisal of teachers is done in private secondary schools in Kagadi district, Uganda; and a
significant difference exists in secondary school teacher performance appraisal system
between public and private schools in Kagadi district of Uganda. The researcher
recommended that the Government should properly utilize the results of the teacher
performance appraisal system to effectively promote those who are actually worthy of
promotion. The Government should streamline the Inspectorate Department in the Ministry
of Education and Sports so that in inspecting private schools the inspectors force
headteachers to have, among other things, formal performance appraisal forms of teachers
in the teachers‟ respective files since private schools are supposed to observe Government
educational policies; and lastly private schools should borrow a leaf from public schools
and stop running schools like business enterprises. They should do things formally not as
they wish.

x
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents the background of the study, statement of the problem, purpose of the

study, objectives of the study, research questions, hypothesis and significance of the study

1.1 Background to the Study

Teachers as public servants are expected to give services to members of the general public as a

duty. They are expected to perform their duties with dedication, diligence, integrity and justice.

They are expected to maintain a high standard of personal conduct both in carrying out their

duties and in their private lives. The performance of these duties can be assessed through among

other things, performance appraisal (Education Act, 2008).

Staff Performance Appraisal is part of the Performance Management System of an institution. It

is used as a management tool for establishing the extent to which set targets within overall goals

of the Organization are achieved. Through staff performance appraisal, performance gaps and

development needs of an individual employee are identified. The appraisal process offers an

opportunity to the Appraisee and Appraiser to dialogue and obtain a feedback on performance.

This therefore calls for a participatory approach to the appraisal process and consistence in the

use of guidelines by the employees in filling the form (Ivancevich, 20O1).

1.1.1 Historical Perspective

Performance appraisal systems began as simple methods of income justification. Appraisal was

used to decide whether or not the salary or wage of an individual employee was justified. The

1
process was firmly linked to material outcomes. If an employee's performance was found to be

less than ideal, a cut in pay would follow. On the other hand, if their performance was better than

the supervisor expected, a pay rise was in order (Armstrong, 2003). .

Little consideration, if any, was given to the developmental possibilities of appraisal. If was felt

that a cut in pay, or a rise, should provide the only required impetus for an employee to either

improve or continue to perform well. Sometimes this basic system succeeded in getting the

results that were intended; but more often than not, it failed (Ivancevich, 20O1).

Early motivational researchers for example were aware that different people with roughly equal

work abilities could be paid the same amount of money and yet have quite different levels of

motivation and performance. These observations were confirmed in empirical studies. Pay rates

were important, yes; but they were not the only element that had an impact on employee

performance. It was found that other issues, such as morale and self-esteem, could also have a

major influence. As a result, the traditional emphasis on reward outcomes was progressively

rejected. In the 1950s in the United States, the potential usefulness of appraisal as a tool for

motivation and development was gradually recognized. The general model of performance

appraisal, as it is known today, began from that time (Mathis & Jackson, 1997).

According to Ssekamwa (1999), formal education was introduced in Uganda by the Arabs and

Christian missionaries. The first semblance of formal education came to Uganda implicitly

through the arrival of Sheikh Ahmed Bin Ibrahim at the court of Kabaka Ssuuna of Buganda at

Banda near Kampala in 1844. Sheikh Ahmed Bin Ibrahim came with a dozen of Arabs and

Swahilis who, in addition to economic trade introduced Koran schools. In these schools, reading

and writing using Arabic scripts as well as the basic principles of Islam were taught. In the year

2
1877 and 1879, Protestant and Catholic missionaries respectively reached at the court of Kabaka

Muteesa I of Buganda. They introduced Christian religion and western education. In the schools

they set up, teachers‟ seriousness in the execution of their duties was emphasized, and in many

cases the teachers were appraised informally based on the extent, to which they were obedient to

their masters, their level of diligence and discipline, as well as in guiding the learners. This was

mainly done through observing them as they performed their duties, as well as relying on the

reports provided to the employers by the respective heads of department, the learners and the

parents (Ssekamwa, 1999).

In Uganda, a number of laws were enacted to promote people‟s sense of being responsible, such

as The Penal Code Act whose date of commencement was June 15, 1950. It was promulgated

and it stipulated punishment for any kind of irresponsible act done by a person of sound mind,

the public officers such as teachers being inclusive. According to the Ministry of Education and

Sports (1996:1), a number of laws, bye-laws, policies and rules have been made at the national,

ministry, district and the school levels to guide the concerned stake holders. Some provisions in

these laws relate to the teachers‟ performance of their duties. Some of them are: The Education

(Management Committee Amendment) Rules of 1969; Education Act of 1970; The District

Teaching Service Committee Regulations, 1991; Standing Orders,1991 Edition; The Uganda

National Examinations Board Act, 1983, constitution of the Republic of Uganda, 1995. This

shows the value attached to among other things, teachers‟ seriousness in performance in

Uganda‟s education system. Thus, chapter 1 (4) of the Standing Orders, 1991 edition stipulates

that staff performance appraisal reports on all pensionable officers and all non pensionable

officers on gratuitable terms have to be completed as at 31st December every year; and section

3
(9) states that a special staff performance appraisal report on officers may be made at any time in

letter or memorandum form by the responsible officer if he or she considers circumstances

justify such a report being made. Thus, performance appraisal of teachers is regulated and is

supposed to be done formally.

1.1.2 Theoretical Perspective

This study was based on Trait Theory of leadership. This Trait Theory came up as pioneered by

Thomas Carly as seen from his work “Heroes and Hero worship (1841). Trait Theory believes

that people are born with inherited traits and as well, made to develop some traits which are

particularly suited to leadership and that people who make good leaders have the right

combination of traits as is cited in

http://changingminds.org/disciplines/leadership/theories/traits_theory.htm. This theory is

appropriate because it could be used more accurately and quickly to measure personality traits.

Most of assessment devices that result from trait theory are self-report type tests which are easy

to administer and may be accurate if the respondents do not lie. Trait theory seems more logical

and straight forward. Its strength is in its reliance on statistical or objective data, unlike many

other theories where the subjectivity of the researcher influence the result, the researcher does

not influence the data in trait theory as cited in

htt://allpsych.com/personalitysynopsis/trait_application.html., thus, “Our ability to assess and

understand traits allows us to determine which traits of a person can do better in administration”.

This study was based on the trait theory because the current study investigated the extent to

which the secondary school teachers in Kagadi district are effectively appraised, and why. The

assumption is that the different traits of headteachers can influence them to appraise teachers in a

4
certain way. For example, whereas some headteachers are naturally good, democratic, and

principled and want to do things following the right procedures, others are not. They want to do

things through short cuts, thus influencing teacher appraisal differently.

1.1.3 Conceptual Perspective

Performance appraisal is defined as a structured formal interaction between a subordinate and

supervisor, that usually takes the form of a periodic interview (annual or semi-annual), in which

the work performance of the subordinate is examined and discussed, with a view to identifying

weaknesses and strengths as well as opportunities for improvement and skills development

(http://www.performance-appraisal.com/intro.htm; Armstrong, 2000; Armstrong, 2001;

Armstrong, 2002). Secondary school teachers are the people trained to teach students in

secondary schools, to facilitate learning of academics, discipline, as well as the extra-curricular

activities.

This study addressed performance appraisal of teachers in both pubic and private secondary

schools. Public secondary schools are the secondary schools run by the government, whereby the

headteachers, teachers and other employees are appointed by the relevant Ministry of the

government (and in this case, the Ministry of Education and Sports), yet private schools are the

ones started by individuals, partners or a community such as a religious denomination or tribe. In

these schools, the head teachers, teachers and other employees are appointed by the owners of

the respective schools or those they entrust to do that task.

1.1.4 Contextual Perspective

According to the 1995 constitution of the republic of Uganda, Article XV111 (iii), individuals,

religious bodies and other non governmental organizations shall be free to found and operate

5
educational institutions if they comply with the general educational policy of the country and

maintain national standards. In this aspect, many educational institutions have been set up and

society expects good services from them. The assessment of the services offered can be done,

through among other ways, performance appraisal of the employees. According to the Education

Act, 2008, academic staff in secondary schools in Uganda have to be appraised so as to establish

their weaknesses and strengths, with a view of improving their performance. It is a mandatory

practice which has to be done annually at the end of Term Three of each year. If any teacher is

not appraised for three consecutive years, he or she is perceived to have absconded from duty

and he or she is therefore supposed to be deleted from the Government pay roll. Appraisal is a

basis for teachers‟ promotion, such as from classroom teachers to deputy headteacher or to

headteacher. Though at primary school level the forms filled in triplicate one copy is supposed

to be taken to the sub county chief, another copy to the district service commission, and another

copy remains at school, at the secondary school level all the three copies are taken to the

Education Service Commission for perusal. Individual teachers are supposed to be appraised by

their respective heads of department and the appraisal rotates on the teacher‟s schemes of work,

lesson plans, assessment of learners, teacher‟s records, as well as the class/lesson notes (Musoke,

2015).

Despite being a mandatory practice, it is claimed that some schools especially the private ones do

not appraise their teachers formally; headteachers mainly use observation method and also rely

on the information provided to them by spies and students on individual teachers. Even in public

and in private secondary schools where there is Universal Secondary Education it is alleged that

some headteachers inflate the number of teachers they have (Barigye, 2012) which suggests that

the appraisal system is usually faulted.

6
On some occasions, there is general outcry about the discipline of both teachers and students.

Allegations are that they are wanting, which is partly attributed to limited employee supervision

and appraisal system (Barigye, 2012).

1.2 Statement of the Problem

Headteachers are according to the Education Act of 2008, required to carry out appraisal of their

staff on an annual basis. Despite being a mandatory practice, it is claimed that some schools do

not appraise their teachers formally; instead they appraise them informally by for example

relying on the information provided to them by spies and students on individual teachers. Even in

public and in private secondary schools where there is Universal Secondary Education it is

alleged that some headteachers inflate the number of teachers they have (Barigye, 2012) which

suggests that the appraisal system is usually faulted. Whereas the authors of such claims wrote

on secondary schools in Uganda generally, it is assumed this might be a similar incident

obtaining in Kagadi district of Uganda. Before making conclusions, the study was thus carried

out to empirically find out the extent to which formal performance appraisal of teachers is done

in public and private secondary schools in Kagadi district, Uganda as well as to assess whether

or not there is a difference in secondary school teacher performance appraisal system between

public and private schools in Kagadi district of Uganda.

1.3 Purpose of the Study

The purpose of this study was to assess the performance appraisal system of public and private

secondary schools in Kagadi district of Uganda.

7
1.4 Objectives of the Study

The study was guided by the following objectives:

1. To establish the extent to which formal performance appraisal of teachers is done in public

secondary schools in Kagadi district, Uganda.

2. To find out the extent to which formal performance appraisal of teachers is done in private

secondary schools in Kagadi district, Uganda.

3. To assess whether or not there is a difference in secondary school teacher performance

appraisal system between public and private schools in Kagadi district of Uganda.

1.5 Research Questions

The study was carried out to provide answers to the following questions:

1. To what extent is formal performance appraisal of teachers done in public secondary schools

in Kagadi district, Uganda?

2. To what extent is formal performance appraisal of teachers done in private secondary schools

in Kagadi district, Uganda?

3. Is there a difference in secondary school teacher performance appraisal system between public

and private secondary schools in Kagadi district of Uganda?

1.6 Hypothesis

The current study was carried out to assess the accuracy of the pre-conceived assumption that

there is no significant difference in secondary school teacher performance appraisal system

between public and private secondary schools in Kagadi district of Uganda

8
1.7 Significance of the Study

This study would be significant in that:

Education officials in Kagadi district will benefit from identifying the various factors that affect

its effective execution of the employee performance appraisal. Other organizations will also

benefit from learning and adopting the various methods that have helped Plan International

Uganda to identify the areas of improvement in executing employee performance appraisal.

The results of this study will increase understanding of the benefits employers can derive in

valuing employee performance appraisal and ensure its application and acceptability within staff.

The study will also add to the pool of knowledge in the Human Resource Practice.

9
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents the conceptual framework, theoretical review, as well as the related

literature.

2.1 Conceptual Framework

Figure 1: Employee performance Appraisal

Independent Dependent Variables:

Variables:
Secondary school
School type teachers’ performance
appraisal

1. Extent of public
secondary school
teacher appraisal

2. Extent of private
secondary school
teacher appraisal

Moderating Variables
 interest
 commitment
 skills
 streamlined process
 reward systems
 management styles

Source: Generated based on Ivancevich (2001)

10
The conceptual framework shows that the type of school, whether private or public can be a

determinant of the extent to which performance appraisal of secondary teachers is carried out

whether to a large extent, moderate extent or small extent. The type of school can also be a factor

in the methods dominantly used by the headteachers to carry out performance appraisal, whether

to do it formally or informally. Moderating Variables, namely: interest, commitment, skills,

streamlined process, reward systems, and the management styles of headteachers can also affect

the extent to which performance appraisal is done. These variables are recommended for future

studies since the current study did not address them.

2.2 Theoretical Review

This study was based on Trait Theory of leadership. This Trait Theory came up as pioneered by

Thomas Carly as seen from his work “Heroes and Hero worship (1841). Trait Theory believes

that people are born with inherited traits and as well, made to develop some traits which are

particularly suited to leadership and that people who make good leaders have the right

combination of traits as is cited in

http://changingminds.org/disciplines/leadership/theories/traits_theory.htm. This theory was most

appropriate because it could be used more accurately and quickly to measure personality traits.

Most of assessment devices that result from trait theory are self-report type tests which are easy

to administer and may be accurate if the respondents do not lie. Trait theory seems more logical

and straight forward. Its strength is in its reliance on statistical or objective data, unlike many

other theories where the subjectivity of the researcher influence the result, the researcher does

not influence the data in trait theory as cited in

11
htt://allpsych.com/personalitysynopsis/trait_application.html. Our ability to assess and

understand traits allows us to determine which traits of a person can do better in administration.

This study was based on trait theory because the current study investigated the extent to which

the secondary school teachers in Kagadi district are effectively appraised, and why. The

assumption is that different headteachers have different traits which usually cause them to do

things differently. Some headteachers for example want things to be done formally, yet there are

others who want things to be done through “short cut”, thus failing to do things formally. This

applies to performance appraisal, as some headteachers can appraise their teachers formally, yet

others may choose to appraise them informally.

2.3 Related Literature

A lot of literature on performance appraisal exists. There are however gaps in it, for example,

some literature in books talk of performance appraisal in general without referring to Uganda.

Secondly, books state the ideal of performance appraisal, yet the ideal is not always necessarily

what is on the ground. As for the studies, many of them were carried out outside Uganda and

moreover before 2017 which shows that the findings in those studies do not really reflect what is

obtaining in Kagadi district secondary schools on the subject of teachers‟ performance appraisal.

Proof of all this is presented hereunder.

2.3.1 Employee Performance Appraisal

Employee performance appraisal is a process that often combines both written and oral elements,

whereby management evaluates and provides feedback on employee job performance, including

steps to improve or redirect activities as needed. Documenting performance provides a basis for

12
pay increases and promotions. Appraisals are also important to help staff members improve their

performance and as an avenue by which they can be rewarded or recognized for a job well done.

In addition, they can serve a host of other functions, providing a launching point from which

organizations can clarify and shape responsibilities in accordance with business trends, clear

lines of management-employee communication, and spur re-examinations of business practices.

Performance appraisal is supposed to be a developmental experience for the employee and a

'teaching moment' for the manager" (Myers, 2001). Whereas this is relevant, it is not clear

whether this is what is being done in Kagadi district secondary schools or not, hence the current

study.

Bateman & Snell (2002) define performance appraisal as the assessment of an employee‟s job

performance. Performance Appraisal has two basic purposes. First, the appraisal serves an

administrative purpose – it provides information for making salary, promotion, and layoff

decisions, as well as providing documentation that can justify these decisions in court. Second,

and perhaps more importantly, performance appraisal serves a developmental purpose. The

information can be used to diagnose training needs, career planning, and the like. Feedback and

coaching based on appraisal information provide the basis for improving day-to-day

performance.

The major administrative purpose of performance appraisals is to decide who should receive

merit increases and the relative size of the increases. The appraisal purposes also help to identify

employees with potential for promotion. High performing teams can be identified as well.

Employee‟s reviews are widely used to provide documentation for discharging, demoting, and

downsizing employees who are not meeting performance standards (Dubrin, 1997).

13
2.3.2 How Performance Appraisal is done in Public and Private organizations

Ivancevich (2001) explains that in most organizations, employees are appraised by their

immediate managers on the grounds that those who delegate work and monitor performance are

best placed to appraise performance. He argues that appraisals carried out at a more senior level

allow employees an opportunity to talk with higher management who, in turn, can find out the

views and attitudes of more junior staff at first hand. This is relevant, but the author does not tell

how this is done in the secondary schools of Uganda, hence the study.

A better approach may be for employees‟ immediate supervisors to write and carry out appraisals

and for more senior managers to have an opportunity to comment on the report. This enables

senior managers to keep a regular check on the progress of staff and to monitor the appraisal

system to ensure that reporting standards are consistent.

Consideration of new approaches to carrying out appraisals may be a natural consequence of

other changes in the organization such as team working, increased flexibility and greater

emphasis on the importance of communications skills and relationships with people in the

workplace. „Upward appraisal‟ gives employees the opportunity to comment on the performance

of their manager and may provide a more balanced view of the individual‟s performance. „360

degree evaluation sometimes known as „multi‟-source assessment‟ potentially offers a wider

view of the individual‟s performance by taking into account comments from several sources of

the organization.

Saleemi & Bogonko (1997) noted that there are several ways/methods that explain how

employee performance appraisals are conducted. Despite the many performance appraisal

methods, the authors did not mention secondary schools in Kagadi yet the year 1997 when they
14
wrote, several secondary schools existed in the area. This partly prompted the current study.

Specifically, the authors gave the following six methods.

Ranking Method: Under this method, employees are compared with one another on an overall

basis and are ranked from best to poorest in order of merit. The overall merit or quality of a

worker is considered and his individual qualities are not taken into account. The best or most

efficient employee is .ranked as number one and the poorest employee is assigned the last rank.

Ranking is the oldest and simplest method of appraisal. But ratings are subject to the judgement

and bias of the rater who has to consider a whole man. Moreover, this method does not reveal the

amount of difference between the employees with consecutive ranks. In a large group, it is

difficult to compare several people simultaneously. Thus, ranking method of appraisal has

limited value. The accuracy of this method can be improved by asking the rater to rank

employees on certain desirable traits.

Graphic Rating Scale: This is one of the oldest and widely used methods of performance

appraisal. A graphic rating scale is a chart or a graph indicating the different degrees or grades of

various qualities on which the employees are to be appraised. The typical qualities are quality

and workmanship, knowledge of the job, initiative, potential for development, leadership,

dependability, etc. The degrees or grades of a quality are described on the continuum by phrases

(poor, below average, average, above average, excellent) or by numericals like 1,2,3,4,5. Every

employee is given scores according to the degree to which he possesses a particular trait. The

rater estimates the degree of a trait by observing the behaviour of subordinates on the job. The

total score will indicate the overall merit of the employee.

15
Check-list Method: In this method, a list of statements is prepared. The statements describe

various types of behaviour for a particular job. For every employee, the rater is asked to tick

those statements which correctly describe his actual behaviour. Each statement is given a weight

or scale value. The rating for a particular employee can be found by adding up the weights of

various statements or phrases ticked.

Forced Distribution Method: Under this method, the raters are asked to distribute the ratings in

five categories, i.e., outstanding, above average, average, below average and poor. Employees

are rated on the basis of overall performance rather than on individual traits. The distribution of

ratings must be such that it forms a normal frequency distribution. In other words, 10 per cent of

the employees in 'outstanding' category, 20 per cent in 'above average,' 40 per cent 'average' 20

per cent 'below average' and 10 per cent 'poor'

Critical Incidents Method: Under this method, employees are evaluated on the basis of the

behaviour of an employee during a significant or exceptional situation. The exceptional events or

occasions are known as 'critical incidents'. Each incident represents a critical situation in the

course of work and the reaction of an employee during it reflects his success or failure. Raters are

required to record the reactions of an employee during the critical situation. The strengths and

weaknesses reflected in the reaction are given scores or ratings.

Goal-Setting Approach. Goal-setting approach to performance appraisal is also known as

management by objectives or appraisal by results. Under this approach, an employee is appraised

on the basis of his performance in the achievement of agreed goals or objectives.

Besides the foregoing is the 360 degree performance appraisal method. This is the latest

approach to performance evaluation. It provides for performance feedback from the full circle of

16
daily contacts that an employee might have. It became increasingly talked about and widely

used in the 1990s. It consists of performance data generated from a number of sources, who can

include the person to whom the individual being assessed reports, people who report to them,

peers (team colleagues or others in the organization), and internal and external customers and

can also include self-assessment. A recent survey showed that about 12 percent of American

organizations are using full 360-degree programmes but the trend is growing.

2.3.3 Why employee performance appraisals is done in Public and Private Organizations

According to Saleemi & Bogonko (1997), employee performance appraisals are valuable. The

authors however do not say how this relates to the appraisal of teachers in Kagadi. They just

generalize yet their applicability to public or private secondary schools in Kagadi where the

current study was carried out can be subject to question. Specifically, the authors claim that

performance appraisal is helpful in several ways as follows.

a) Performance appraisal is helpful in testing the effectiveness of selection, placement and

induction programmes. It reveals misfits who need to be trained or transferred to the right

job. Experience gained through performance appraisal can be used to improve efficiency in

the employment of personnel.

b) Formal and systematic appraisal of employees provides a continuous record of the

performance, efficiency and potential of employees. Such information helps to minimize

favouritism and arbitrary judgement in the selection, promotion and transfer of employees.

Performance appraisal serves as a sure and scientific basis for sound personnel policy

concerning merit-based promotions and transfers. Employees with high potential may be

promoted and inefficient employees may be transferred or retrenched.

17
c) Measurement of employee performance both in terms of quantity and quality provides a

scientific basis for wage differentials and incentive plans of wage payment.

d) Performance appraisal facilitates the training and development of employees. Every

employee comes to know where he stands so that he can take steps to improve his

capabilities. The strengths and weaknesses of employees can be found. Hence, performance

appraisal helps in ascertaining the deficiencies and training needs of employees.

e) By focusing attention on performance, employee performance appraisal goes to the heart of

personnel management. It puts a psychological pressure on people to improve job

performance. When they know that they are being appraised and their future largely

depends on such appraisals they tend to adopt productive and acceptable behaviour. Thus,

the appraising automatically acts as a control device. Performance appraisal reflects

management's interest in the progress of employees. It helps to bring about cordial relations

between workers and management.

f) Performance appraisal promotes a desire for improvement among employees. The

confidence and morale of employees are increased when they are convinced that

management evaluates them impartially and rewards individual performance.

The researcher wanted to establish whether the foregoing are the values/benefits attached to

employee performance appraisals in Plan International Uganda.

18
2.3.4 Factors that affect effective execution of employee performance appraisals in

Organizations

According to Saleemi and Bogonko (1997), performance appraisal is not a fool-proof technique;

it suffers from limitations/factors that make its effective execution difficult. The authors are not

Ugandans, they could thus have written basing on what they observed in other countries outside

Uganda. The current study was carried out partly to fill this gap. To them, the factors are as

follows.

a) All the qualities reflecting the performance and potential of an employee cannot be

quantified accurately. As such the rating may become questionable.

b) Rating may be affected by the hallo effect i.e., rating in one factor may affect rating in other

qualities. Performance appraisal is also subject to the bias and judgement of the raters. When

the rater does not have full information or cooperation of employees, ratings are likely to be

inaccurate. Central tendency, tendency to rate lower than justified, leniency, etc. are other

examples of subjectivity in performance appraisal.

c) Different raters may apply different standards in appraisal and their judgement may differ.

This makes the ratings incomparable. A rater may have the tendency to rate most of the

employees as average. Some raters may hesitate to assign poor ranks to employees with low

performance.

d) Many raters tend to over-emphasize one quality and rate employees on the basis of their

general impression. When different raters give different scores for the same group of

employees the reliability of ratings is open to doubt

19
e) In order to make the appraisal more objective, complicated procedures are used for ratings.

Employees who fail to understand these procedures and the frequent changes made therein

they view the performance appraisal process with suspicion.

f) The process of performance appraisal may create defensiveness among employees.

Moreover, all appraisals put emphasis on conformity. Both democratic and autocratic

managers are given equal ratings if their performance ratings are the same.

The researcher wanted to find out whether the foregoing are the factors that affect effective

execution of performance appraisals at Plan International Uganda.

2.3.5 Measures that may be taken to improve employee performance appraisals’ execution

in Organizations

According to Shawn (2004), consistency is very crucial in executing employee performance

appraisals. Even the most well designed performance appraisal system is worthless unless the

organization is committed to ensuring that it is used properly and consistently. The organization

and, specifically, its human resources department, must take an active role in the process,

encouraging managers to conduct timely and accurate appraisals, reviewing individual

performance evaluations in advance and working with the manager to revise the appraisal as

necessary.

Shawn (2004) further argues that if a manager is reluctant to bring up negatives with the

employee, the human resources department can conduct workshops or provide individual

coaching on techniques for providing constructive criticism. The manager should come to

20
understand that providing accurate and constructive employee feedback is an organizational

priority, and an important criterion of acceptable performance as a manager.

On the other hand, Saleemi and Bogonko (1997) noted that the process of performance appraisal

is beset with several obstacles. Faulty assumptions of superior and subordinate e.g., managers

wish to make fair and accurate appraisal, subordinates want to know where they stand, etc., is the

first major obstacle. Psychological feelings of insecurity, resentment, etc. and technical pitfalls

like personal bias, errors, halo effect, central tendency, criteria of measurement, constant error

etc. are other obstacles to effective appraisals. These obstacles can be removed when a sound and

systematic appraisal system is used. The appraisal system should give correct, consistent,

comparable and reliable ratings. A sound system of performance appraisal must fulfill the

following essentials:

a) The plan should as far as possible be simple to design and operate and easy to understand.

When the appraisal system is complicated, employees may not understand it fully and may

look at the plan with suspicion. The plan should not be very time-consuming.

b) The appraisal plan should be designed keeping in view the objectives of the appraisal

programme. The objective of the appraisal programme may be either to evaluate current

performance on the job or to determine the potential for higher jobs. In some cases,

performance appraisal is liked with specific objectives like pay raise, training, promotion,

transfer, etc. The number of factors to be considered and the data to be collected should be

tailor-made to the objective of the appraisal.

21
c) The appraisers should be selected and trained properly so that they have no personal bias

and possess the necessary capabilities for correct evaluation of employees. In order to

ensure objectivity in appraisal, an individual may be rated by two or more persons

independently. The appraisal system should have the support of all executives who

administer it. Top management must create a climate of reliable appraisal throughout the

organization. Goal-orientation, open communications, informal relationships, etc. are the

basic elements of such a climate.

d) The plan should lay down the standards of performance in clear and precise terms. The

plan should focus on objective measurement of performance in terms of accomplishments

or specific events. The standards should be fully explained to all employees well in

advance of the appraisal. In fact, the plan should be devised in consultation with the

subordinates. This will increase their commitment to the plan and their understanding of

expected performance.

e) The plan should take into account the appraisal practices prevailing in the industry as well

as the latest thinking on performance appraisal. It should fit the structure and operations of

the organization. The evaluation must be made by the immediate superior though the

personnel department may monitor the system.

f) The appraisal should be a continuous process. But many firms conduct appraisal half-

yearly or yearly due to lack of time and to avoid a sense of fear among employees. The

frequency of appraisal in one year should be decided keeping in view the objective and

scope of the appraisal programme. Suitable forms should be designed and used for the

appraisal of employees.

22
 g) The appraisal plan should have built-in incentive. In other words, a reward should follow

satisfactory performance.

h) There should be a systematic procedure for the redressal of grievances arising out of the

performance appraisal. The appraisal plan should be valid and reliable. The appraisal

should be reviewed with the ratee. It will help him to know where the stands and what

further actions he should take. It will also minimize resistance to appraisal.

i) The appraisal plan should be reviewed and revised periodically after full discussion with

the employees. Such review will ensure that the system does not become too rigid or

outdated and that it continues to meet its objectives.

The researcher will find out whether or not the foregoing measures are being used in secondary

schools of Kagadi district in Uganda, if yes, why and if not, why?.

2.3.6 Difference in Performance Appraisal system between public and Private institutions

Whereas it is vital to appraise workers in both public and private institutions, and whereas both

public and private institutions in the same sector or ministry perform the same functions, it is

claimed that sometimes they do things differently. Maicibi (2005) for instance claims that in

some private institutions the directors or founders of the institutions do not have a specific

system of appraising employees, they mainly base on the results produced by the employee as a

basis of appraisal. The one who produces good results is perceived to be the best worker, and the

reverse is true; thus contradicting the public official system of appraising employees whereby

both the employee and his or her immediate supervisor sit together to rate the employee on

specific items (performance indicators). Whereas Maicibi (2005)‟s submission might be having

an element of truth, he did not specifically talk about Kagadi district, hence the current study.

23
This relates to the study which was conducted to compare leaders‟ behaviors in public sectors

with those in private sectors. LBDQ was used to collect the data and the SPSS software was used

for data analysis. From 602 completed questionnaires, 266 were completed by public sectors‟

employees (44%) and the 336 were completed by private sectors‟ employees (56%). The results

showed that initiating structure type of behavior is dominant in both public and private sectors.

Considering type of behavior is as well common in both private and public sectors. There is a

positive relationship between public and private sectors in the areas of characters of

consideration, initiating and efficiency. However, the current study could not rely on the findings

of this study, since it investigated on the relationship between leaders‟ behavior and efficiency

and return on investment and not on the performance appraisal of teachers in Kagadi district of

Uganda. This necessitated the current study.

In addition, Tatlah (2011) carried out a research to investigate the correlation between

personality traits and leadership styles of teachers of public elementary and high schools of

Lahore. The research was done quantitatively by means of survey to a sample of 228 teachers. It

was found out that the dominant traits are associated with leadership styles, thus showing that

both people and task oriented leadership styles are effective. The research emphasized influence

on behavior. However, it has to be noted that the research did not examine the traits which are

needed for an effective leadership style. The sample of the study were teachers whose roles and

duties go so much beyond just management and above all, the study was conducted among

teachers of public elementary and high schools of Lahore which is not representative enough for

24
the rest of the world including Kagadi district. This study also failed to compare the situations in

public schools to that in private schools; this is what current study went ahead and investigated.

Cheng Wei Hin and Filzah (2011) conducted a research to explore the leadership styles and

personality traits of successful women entrepreneurs in Malaysia, which are believed to affect

the way they do things, such as appraising their employees. It was a qualitative research which

involved interviews with successful women entrepreneurs. Sample of the women entrepreneurs

consisted of nine (9), where four (4) were Malay women, four (4) Chinese and two (2) Indian

women. Data were collected from interviews with the selected women entrepreneurs, using

questionnaire and observation. The finding suggested there are some personality traits that can

lead to success of women entrepreneurs. It is however, very important to note that the study was

carried out in a private enterprise only and not in public enterprise and it involved only women

and more so, from Malaysia, China and India and not men or even women from other parts of the

world. Again, this study was not based on any clear theory. Above all, the study targeted to

explore how the leadership styles and personality traits can determine success of women

entrepreneurs rather than how that can affect the way they appraise their employees.

Mahce (2003) conducted a research which he submitted to the Faculty of Education of Middle

East Technical University, on leadership styles of elementary school principals. He examined the

leadership styles of public elementary school principals in Turkey as perceived by principals

themselves and teachers. The subjects of the study included 350 public elementary school

principals and 700 public elementary school teachers. Two questionnaires were used, one for the

principals to rate themselves and another in which teachers could rate the principals. Principals

25
rated themselves highest on the human resource frame and as being effective leaders and

managers. Teachers on the other hand, rated the principals that they work with as being effective

managers and leaders. It should be observed that though the study included leadership style as a

variable, it did not correlate it with personality traits as it is in the current study. Furthermore, the

subjects of the study included principals and teachers, which is not the case in this study at hand,

where only teachers were involved.

Ghofrani (2012), as cited in www.pelagiaresearchlibrary.com carried out a study on the

relationship between management styles and personality traits of physical education managers of

education in Khorasan Razavi. Fifty-five administrators of physical education were selected as

the sample of this research. The findings showed that there was no relationship between

management styles and personality traits; meaning that personality traits do not determine the

leadership styles of managers. However, the study has some gaps as compared to the study at

hand. For instance, the study was carried out in Khorasen Razavi and not in Uganda, and

respondents were administrative directors of physical education, which was not the case in this

study at hand.

Further, Hussein Alkahtani, Abu-Jarad, Sulaiman and Nikbin, (2011) conducted a study as cited

in http://www.ajbmr.com/articlepdf/ajbmr_volno2_06.pdf, to investigate the leadership styles

these managers use on their leading change capabilities. Total sample of 105 managers was used

in the study. The result of the study showed a positively significant correlation between their

leadership styles and their leading change capabilities. Despite the similarities between the study

and this study at hand, it can still be argued that the limitation between the study and this study is

in the area of context, that is, geographical location. This difference might have influenced the

26
studies differently. Again, in-terms of content, they are slightly different variables, that is,

“personality and leadership styles on leading a change”, yet this study at hand focused on

leadership styles and children‟s moral behaviour.

Another study was carried out by Hadi Asgari, Taleghami, Mesgarian, (2012) as cited in

http://www.textroad.com/pdf/)BASR/).%20Basic to consider the dominant management styles of

Islamic Azad University of Mazandaran Province. It was a descriptive study, done by correlation

method. The statistical community of the study were all managers (principals, deputies and

education managers) of Islamic Azad University of Mazandaran Province and it was determined

the sample volume 253 individuals which were chosen by classified random method.

Questionnaires were used as the instrument for data collection as follows; the questionnaire of

personality characteristics, measuring five features (sadness, spirit of objectivism, flexibility,

desirability or humanism and responsibility) and the questionnaire of conflict dominant

management styles, measuring five styles (compromise, reconciliation, cooperation, completion,

and avoidance). The data gathered, were analyzed using Pearson correlation coefficient test and

multiple regression analysis. The findings of the research showed that the dominant managers‟

conflicts management styles were democratic style. It can be seen that the study was limited to

managers‟ conflict dominant management styles, unlike this study at hand which focused on the

dominant management styles of head teachers. More still, it can be seen that the theory on which

the study was based is not clear, and above all the study was conducted in Islamic Azad

University of Mazandaran Province, not in Uganda.

27
Another study was conducted by (Ibukun, 2011) as cited

inhttp://www.regent.edu/acad/global/publications/ij/s/new/vo/6ISSZ/5_Ibuku_oyewole_abe,

where he investigated personality characteristics and principal management effectiveness in Ekiti

State in Nigeria in bothprivate and p[ublic institutions. A descriptive survey research design was

used to carry out this study. The population of the study consisted of all the principals and

teachers of public secondary schools in Ekiti State of Nigeria. The investigators utilized two sets

of instruments, designated principals, demographic inventory and principals‟ leadership

effectiveness inventory for school principals and teachers respectively. Data analyzed indicated a

significant difference between principals‟ year of experience and their leadership effectiveness.

A significant difference was found between principals‟ age and their leadership effectiveness,

and no significant difference existed between managerial effectiveness of male and female

principals. It should be noted that this study was conducted in Nigeria with a different cultural

background from that of Uganda, where this study at hand was conducted.

28
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the research methods used in conducting the research. It describes the

research strategy adopted for the study. It also describes the instruments of data collection,

including how the instruments were tested for validity and viability. It further discusses the

types and sources of empirical data utilized in this research. The chapter also discusses the

research population and sample size, and sampling techniques applied. Lastly, the study looks at

the limitations of the study.

3.2 Research Design

The researcher adopted descriptive cross-sectional survey design with mainly a qualitative

approach though even the quantitative approach was employed. It was a survey because of the

relatively large number of respondents in the study with different categories, the headteachers

and teachers. A qualitative approach was used because it gives details of the situation at hand

and therefore the beneficiaries of the research findings are made to fully understand what is on

the ground, how and why it is like that, and the practical solutions. As Amin (2005) notes,

qualitative approach explains and gains insight and understanding of phenomena through

intensive collection of narrative data, which helps to reveal and record respondents‟ attitudes,

beliefs and opinions. Although the study was qualitative, quantitative techniques of research

were used for data analysis, presentation, and interpretation of the findings.

29
3.3 Study population

The study targeted a total of 490 respondents. These included 29 headteachers of secondary

schools in the district (seven headteachers of government aided secondary schools, 22 deputy

headteachers, and 22 headteachers of the 22 private secondary schools in the district, and 433

teachers in all the schools).

3.4 Sample size

A sample of 320 was selected using the Morgan and Krejcie (1970) method of determining the

sample. Respondents were drawn from three categories of staff as follows: headteachersa (29),

deputy headteachers (29), and teachers (433). Of the 320 respondents, 30 were subjected to oral

interviews. Thus, 100 respondents were from public schools and 220 respondents were from

private schools. Table I shows the details of the population and sample size.

Table 3. I: Population and Sample size

Categories of Respondents Target Population Sample Size

Headteachers
1. Public schools 7 7
2. Private schools 22 22

Deputy headteachers
1. Public schools 7 7
2. Private schools 22 22

Teachers
1. Public schools 112 86
2. Private schools 320 176

Total 490 320

30
The seven public schools are Mabaale S.S, Naigana S.S., Kagadi S.S., St. Adolf Tibeyalirwa

S.S., Mpeefu Seed S.S., Kyakabadiimo S.S., and Rugashali S.S. The private secondary schools

were St. Catherine Kicucura S.S., Kitegwa Community S.S., King Solomon S.S., Bwikara S.S,

and St. Jude Burora S.S., Francis Xavier Modern Secondary school, Public S.S Mabaale, Pacwa

Modern S.S, Bunyoro Secondary School, Kagadi People‟s S.S., Lake Side S.S., and United

Parents S.S.

3.5 Sampling Procedure

Regarding schools, universal sampling was used to select them. Given their limited number (only

29), all of them were included in the study. Universal sampling was also used to select the

headteachers and their deputies to be included in the sample, and random sampling was used to

select teachers from the two categories of secondary schools of Kagadi district (public and

private secondary schools). Thus, respondents were selected from public secondary schools and

private secondary schools from the two counties, Buyaga East and Buyaga West which form

Kagadi district.

3.6 Scope of the study

Geographically, the study was conducted in Kagadi district of Uganda. Kagadi district is found

in Western part of Uganda in Bunyoro-Kitara kingdom. The district is comprised of two sub

counties, Buyaga East and Buyaga West. In the district, two categories of secondary schools are

found, namely Public secondary schools, and Private secondary schools so as to come up with

sound conclusions on teacher appraisal in the district.

Regarding the content scope, the study concentrated on the performance appraisal of secondary

school teachers in Kagadi district in both public and private secondary schools.

31
As for time, this was done between January 2017 and October, 2017.

3.7 Data Collection Instruments

Primary data was gathered through the use of researcher-designed questionnaires, as well as

through conducting oral interviews specifically to answer the research questions for this study.

Closed ended questions and open-ended questions were used in the questionnaire. The open

ended questions in the questionnaires were used to solicit responses on secondary school

teachers‟ performance appraisal.

The first section of the questionnaires was designed to capture personal information about the

respondents for example their age, gender and number of years worked in the teaching service.

The second section focused on the items related to the objectives of the study.

3.8 Data Gathering Procedure

A letter explaining the purpose of the research was given to the respondents. This was done to

ensure that the respondents clearly understood the objectives of the study and to dispel any fears

they might have held about the research.

Before the administration of the questionnaires

Before the data collection, the researcher got four research assistants to help him in data

collection. All of these were secondary schools in Kagadi district, holding Bachelors degrees.

They were first oriented on how to go about data collection. The researcher and his four research

assistants first conducted a pre testing of the data collection instrument, using qualitative and

quantitative methods to check on reliability and validity of the instrument.

32
This was done in six days after which the data collection instruments were re-designed after

getting comments from 20 teachers of four schools.

During the administration of the questionnaire

During the researcher time, the tools were administered and collected the data required for the

research study.

After the administration of the questionnaire

After collecting the data, data was analyzed and interpreted the data into figures, words and

tables.

3.9 Data Analysis

The data collected from the respondents was coded, frequency counts made, and the results for

close-ended questions tabulated. The frequency counts generated were converted into

percentages which were used to determine the trend of findings and draw conclusions. For open-

ended questions responses were summarised, compiled, and presented qualitatively. The

respondents who were asked to rate the extent to which formal academic staff appraisal is carried

out in public and private secondary schools in Kagadi district of Uganda were to rate it

depending on the way as adult teachers of sound mind perceived it, whether a large extent,

moderate extent, or small extent. Regarding the third research objective, namely to assess

whether or not there is a difference in secondary school teacher performance appraisal system

between public and private schools in Kagadi district of Uganda, the Analysis of Variance

(ANOVA) was used because of the categorical nature of the variables.

33
3.10 Reliability of Data Collection Instruments

The researcher pre-tested the data collection instruments to ensure that the questionnaires are

reliable. The researcher will select a group of 10 non-supervisory staff comprising of both male

and female in equal numbers. The questionnaires were administered to the group for the first

time. The same questionnaires were administered two weeks later to the same group of people

and the respondents were required to answer the questionnaires in a similar manner in both

times.

3.11 Validity of Data Collection Instruments

The data collection instruments were tested for validity using the content validity technique. The

researcher will test the validity of the questionnaires to measure the extent to which the data to

be collected represent the indicators or variables of employee performance appraisals. In

assessing content validity of the questionnaires, the researcher will identify a group of 10 staff

with good experience in research. The group was divided into two; one group was requested to

assess what concept the instrument was trying to measure. The other group was asked to

determine if the set of items on the questionnaire accurately represented the concept the

instrument was trying to measure. Thus,

Content Validity Index = Number of relevant questionnaires

-------------------------------------------

Total number of items in questionnaire

CVI = 12/16 = 0.75 (which is good enough to ensure validity).

NB. Formula was adapted from Amin (2005).

34
3.12 Ethical Considerations

1. To ensure confidentiality of the information provided by the respondents

and to ascertain the practice of ethics in this study, the following activities were

implemented by the researcher;

2. Soliciting permission through a written request from the top administrators of of the

schools in Kagadi district, Uganda before carrying out this study. An introductory letter

was also sought from the Kampala International University before setting off for data

collection.

3. Requesting the respondents to sign in the Informed Consent Form was ensured.

4. Acknowledging the authors quoted in this study through citations and referencing was

done.

3.13 Limitations of the Study

1. Extraneous variables which might be beyond the researcher's control such as respondents'

honesty, personal biases and uncontrolled setting of the study. Thus, the quality of the

data collected from the respondents may not be very highly credible. This is because

respondents may not have answered the questionnaires freely and honestly due to fear of

victimization or the fear that the researcher might be a Government spy masquerading as

a university student. However, the researcher requested respondents to be as honest as

possible and not be biased when given out their views about the study variables.

35
2. Testing: The use of research assistants can bring about inconsistency in the

administration of the questionnaires in terms of time of administration, understanding of

the items in the questionnaires and explanations given to the respondents. To minimize

this threat, the research assistants were oriented and briefed on the procedures done in

data collection

36
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction

This chapter presents analyses and interprets the data collected from the field as per the research

questions.

4.1 Profile of Respondents

4.1.1 Respondents’ Gender

Table 4.1.1Respondents’ Gender

Gender of Respondents N Percentage

Female Staff 130 40.63

Male Staff 190 59.38

Total 320 100

Source: Primary Data

As shown in table 4.1.1, the majority of respondents were male (59.38%). The female

respondents in this study constituted only 40.63% of the total sample size. This shows that in

Kagadi district secondary schools male employees outnumber their female counterparts. Thus,

gender imbalance on the side of secondary school teachers exists in Kagadi district.

37
4.1.2. Respondents’ Tenure in the teaching service

The researcher was interested in finding out how many years the respondents had worked in the

teaching service and the responses are shown in table 4.1.2.

Table 4.1.2: Respondents’ Tenure in the teaching service

Period worked No. of Respondents %

1 – 3 years 49 15.31

3-5 68 21.25

5 – 10 years 120 37.5

10 and above 83 25.94

Total 320 100

Source: Primary Data

As shown in table 4.1.2, the study revealed that the respondents had worked in the teaching

service for varying year periods; 15.31% had worked for a period of 1 - 3 years in the

organization; 21.25% had worked for 3 - 5 years; 37.5% had worked for 5 – 10 years; while

25.94% had worked for 10 years and above. This means that the majority of the respondents had

worked in the teaching service between five and ten years.

38
4.2 Presentation of Findings

The following findings are presented according to the study objectives and research questions,

thus:

Research question 1: To what extent is formal academic staff performance appraisal

carried out in public secondary schools in Kagadi district, Uganda?

The findings on this research question indicated that formal academic staff performance

appraisal is carried out in public secondary schools in Kagadi district, Uganda to a large extent,

as shown in table 4.2.1.

Table 4.2.1 showing the extent to which formal academic staff appraisal is carried out in

public secondary schools in Kagadi district.

Total Number of Respondents from Public schools: 100

Extent n %

Large 75 75

Moderate 15 15

Small 10 10

Table 4.2.1 reveals the responses from 100 respondents who were asked to rate the extent to

which formal academic staff appraisal is carried out in public secondary schools in Kagadi

district of Uganda. Seventy five percent of the respondents responded that performance appraisal

was carried out formally to a large extent. Only 15% of the respondents reported that it was

carried out to a moderate extent, and 10% of the respondents reported that it was carried out to a

small extent. Thus, by implication teachers are highly appraised formally in public secondary

39
schools as per the Ministry of Education and Sports directive. This shows the nature of human

beings that threats cause them to observe the stipulated policies, as was revealed by a deputy

headteacher of one school that, “ I have to ensure that my teachers and I are appraised since it is

a directive from the Ministry, otherwise I can be deleted from the pay roll. I have school-going

age children, if iam deleted from the pay roll who will educate them for me?”

In order to get accurate data, 11 respondents (11%) of the respondents in public secondary

schools were subjected to oral interviews, thus they were asked how this performance appraisal

is usually done in public schools. The response was that individual teachers fill forms from the

Ministry by indicating the appraisee‟s names, date of birth, job title, date of present appointment,

terms of employment, appraiser‟s name and rank, as well as the period of assessment. Then, both

the Appraiser and the appraisee fill the section of the appraisal form assessing the appraisee‟s

level of achievement. At the beginning of the assessment period, the Appraiser and appraisee

agree on the key output of that period. The means by which performance is to be measured

(performance Indicators) and the minimum level of performance (performance targets) for each

output is supposed to be agreed upon.

If in the course of the assessment period other activities are assigned to the appraisee, the outputs

related to the new activities is supposed to be agreed upon and included immediately or at least

before the end of the assessment period. It is recommended that the maximum number of outputs

for each assessment period should not exceed five (5).

At the end of the assessment period, an appraisal meeting is conducted by the Appraiser. The

appraisee completes part B (1), before the appraisal meeting, by indicating the key outputs,

40
performance indicators and targets agreed upon in the performance plan at the beginning of the

assessment period. The Appraiser should complete part B after the appraisal meeting. The

assessment should reflect the jointly agreed position.

The assessment of the individual outputs is reflected as a performance level under section B (2);

this is supported by relevant comments on performance under the Staff HR Manual Section 7.5

section. The performance levels are described as excellent, Very Good, Good, Fair and Poor.

In order to quantify the assessment the performance levels are awarded scores namely; 5 -

Excellent, 4 - Very Good, 3 - Good, 2 - Fair and 1 - Poor.

The following are assessed: Schemes of work, Teaching Aids, lesson notes, Students‟ Learning

evaluation/assessment, record of students‟ attendance, record of students‟ behavior and

problems, among others.

Definition of the performance levels

Excellent (5): The Appraisee has exceeded the agreed targets and has consistently produced

results of exercise quality and demonstrated a high level of productivity and timeliness. The

Appraisee is made of excellence in both the results achieved and the means by which they are

achieved.

Very good (4): The Appraisee achieved all the agreed outputs in line with the agreed targets.

The Appraisee Consistently meets expectations for the outputs achieved and the means by which

they achieved.

Good (3): The Appraisee achieved most but not all the agreed outputs in line with the agreed

targets and there is no supporting rationale for inability to meet the commitments.

41
Fair (2): The Appraisee has achieved minimal outputs in line with the agreed targets and without

supporting rationale for inability to meet the commitments.

Poor (1): The Appraisee has not achieved most of the agreed targets and without supporting

rationale for not achieving them.

Overall Assessment of Performance

Overall assessment of performance is derived by adding the scores at each performance level and

the total divided by the total number of outputs. The average of the score obtained is the overall

assessment.

Overall performance level Excellent Very Good Good Fair Poor

Tick the relevant box 5 4 3 2 1

Assessment of Core Competences

This section is supposed to be filled by the Appraiser after joint discussions between the

Appraiser and Appraisee. The assessment will help establish any areas where some training or

development is necessary. The Appraisee should be rated only in areas, which are relevant to

his/her job. The maximum points per competence are 5 where 5 - Excellent, 4 - Very Good, 3 –

Good, 2 – Fair, 1- Poor, N/A – Not Applicable.

The Appraiser should give work related examples under comments, to justify their rating. The

core competencies assessed are the teacher‟s: Professional knowledge and skills,; planning,

organizing and coordinating, leadership; decision making; team work; initiative; communication;

42
integrity; human resource management; time management, as well as the management of the

school‟s resources. With Integrity, assessment is made of the teacher‟s ability to communicate

values to others; monitors own actions for consistency with values and beliefs, take pride in

being trust worthy; Is open and honest and provides quality services without need for

inducements. With human Resource Management, assessment is made of the teacher‟s ability to

work effectively with people to achieve organizational goals. Motivates and the supervises,

focuses on the knowledge, skills and attitudes and the general work environment that affects

their efficiency and effectiveness, Trains, mentors, coaches, inspires, motivates the supervisees,

delegates effectively and are able to build a strong working team. With financial Management,

assessment is made of the teacher‟s ability to know the basic financial policies and procedures;

With Result Orientation, assessment is made of the teacher‟s ability to take up duty willingly and

produces results. With time Management, assessment is made of the Teacher‟s always being in

time and accomplishes tasks in time required and maximizes the use of time to achieve set

targets. With customer care, assessment is made of the teacher‟s ability to respond well and

attends to clients. Reflects a good image for the school. Finally, with loyalty, assessment is made

of the teacher‟s compliance with lawful instructions of Supervisor and is able to provide ongoing

support to Supervisors.

Action Plan to Improve Performance

The Action plan is jointly agreed during the performance appraisal meeting, taking into

consideration the Appraisee‟s required job competences and identified performance gaps.

The Action plan to improve performance may include; Training, Coaching, Mentoring,

Attachment, Job rotation, Counseling and or provision of other facilities and resources.

43
Where the plan(s) involves formal training of the Appraisee, the record should be forwarded to

the Training Committee.

Comments, Recommendations (if any) and Signatures

This section is completed by the Appraisee, Appraiser and the counter signing Officers. It is a

confirmation that the appraisal meeting took place and that there was agreement or if there was

disagreement, it was resolved, it is also confirmation that the action plan to improve performance

was discussed and agreed upon. The Appraisee / Appraiser/ Counter signing Officer should use

this section to comment about the job, career and any other relevant information.

Finally the appraiser and appraise write comments if any, and then sign the form.

Implications of the findings on teachers’ performance appraisal

As table 4.2.1 reveals that though the majority of the respondents said that performance appraisal

was carried out in public secondary schools to a large extent, 10% of the respondents said that

performance appraisal was carried out in public secondary schools to a small extent. The

researcher interviewed a male teacher in a public school who claimed that some headteachers

connive with officials at the district to inflate figures of the teachers in public schools, that the

ghost teachers are also appraised and their appraisal forms are sent to the district to make the

public service officials believe that those teachers are existing, as he was quoted saying,

“This is the Uganda. Some people grow rich through such dubious ways as some of us the

teachers are grassing, can you imagine? Some times a school can have like five ghost teachers

and all of them have performance appraisal forms at the district. We know these things but we

fear to disclose them, otherwise we can be maliced such as being transferred to very remote areas

or even being deleted from the pay roll claiming that they are investigating”

44
The implication of this assertion is that though formal teacher performance appraisal is carried

out in public secondary schools in Kagadi district, sometimes it is not done fairly. This was

corroborated by three male teachers‟ claims that although formal performance appraisal is done

in public secondary schools, sometimes the headteachers connive with the public service

officials to give unfair transfers to teachers they do not want in their schools, that for example a

teacher can be transferred from Kagadi district to Karamoja district as a way of malicing him

which makes some teachers refuse to go to their new stations and hence loose jobs.

Another implication of this is that though performance appraisal is partly meant to be a tool for

promotion or demotion, some times those promoted from classroom teaching to deputyship or

from deputyship to headteachership, sometimes the officials in the Education Service

Commission do not look at these forms. A relatively large number of the interviewed people

reported that even if somebody scores excellent for many consecutive years he or she may not be

promoted, and instead a mediocre can be promoted provided that he or she is “highly

connected”, that is if he or she knows big people in Government, in the Ministry, if he or if she

bribes them with much money. They even claimed that sometimes the headteachers who do not

reward district and Ministry officials financially are sometimes demoted or transferred from

good schools to very poor remote schools alleging that they are incompetent.

45
Research question 2: To what extent is formal academic staff performance appraisal

carried out in private secondary schools in Kagadi district, Uganda?

The findings on this research question indicated that formal academic staff performance

appraisal is carried out in private secondary schools in Kagadi district, Uganda to a small extent,

as shown in table 4.2.2.

Table 4.2.2 Showing the extent to which formal performance appraisal of teachers is

carried out in private secondary schools in Kagadi district.

Total Number of Respondents from Private schools: 220

Extent n %

Large 27 12.2

Moderate 34 15.6

Small 159 72.2

Table 4.2.2 reveals the responses from 220 respondents who were asked to rate the extent to

which formal academic staff appraisal is carried out in private secondary schools in Kagadi

district of Uganda. Seventy two percent of the respondents responded that performance appraisal

was carried out formally to a small extent. Only 15.6% of the respondents reported that it was

carried out to a moderate extent, and 12.2% of the respondents reported that it was carried out to

a large extent. Thus, by implication teachers are not appropriately appraised in private secondary

schools in Kagadi district. Whereas teachers in private schools are supposed to be appraised

formally, the findings revealed that the school owners and managers do not, to a large extent use

the official forms from the Government to appraise the performance of teachers, instead teachers

are appraised informally as shown in table 4.2.3.

46
Table 4.2.3 showing the methods of academic staff performance appraisal used in private

secondary schools in Kagadi district.

Total Number of Respondents from Private schools: 220

Method n %

Use of national examination results as a basis 31 14.09

Using spies within schools to report 45 20.45

Using students to assess teachers 47 21.36

Using observation method 24 10.91

Assessing their schemes of work & records 43 19.55

Relying on roumers 13 05.91

Using suggestion boxes 10 04.55

Relying on reports provided by the deputy H/T and DOS 10 04.55

Table 4.2.3 reveals that though private schools rarely use formal methods of assessing their

teachers‟ performance, they usually do it informally such as through the use of national

examination results as was reported by 14.09% of the respondents; using spies within schools to

report as was reported by 20.45% of the respondents; Using students to assess teachers as was

reported by 21.36% of the respondents; Using observation method as was reported by 10.91% of

47
the respondents; Assessing their schemes of work & records as was reported by 19.55% of the

respondents; Relying on roumers as was reported by 05.91% of the respondents; Using

suggestion boxes as was reported by 4.55% of the respondents; as well as headteachers and

school owners relying on reports provided by the deputy headteachers and Directors of Studies in

the individual schools as was reported 04.55% of the respondents.

In order to get detailed information about performance appraisal of teachers in private secondary

schools in Kagadi district, 19 respondents from private schools were subjected to oral interviews.

Ten of the interviewed respondents from private schools affirmed the role of students in

assessing teachers and one of them said, “ In private schools, students are the customers, they

are like kings. If a teacher still wants their job, they have to please the students. Headteachers

and their deputies usually tell students to tell them the teachers they want to continue teaching

them and those they no longer want. Once students are fed up of a teacher, that teacher is likely

to loose his/her job immediately; because of this, some teachers do seek cheap popularity from

students so as to be liked by the students”

By implication therefore, many private schools seem to be money-minded, they run schools like

business organizations. It also reveals the District‟s laxity in its inspection of private schools;

otherwise the school inspectors would require headteachers to have such performance appraisal

forms in the individual teachers‟ files.

There was however a Christian Church-founded school whereby the headteacher and his deputy

who were subjected to oral interviews reported that in that school, teachers were appraised

formally using the essay method and 360 degree evaluation method as follows.

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Essay Method

The essay method is used because it involves an evaluator's written report appraising an

employee's performance, usually in terms of job behaviors and/or results, the subject of an essay

appraisal is often a justification of pay, promotion, or termination decisions, in addition to being

used for developmental purposes as well.

In using this method, the management of the school focuses on development of the employee,

areas of improvement and how the staff can be supported to improve those specific areas and

also highlighting the areas of strengths and how they can be made stronger, e.g. through giving

the respective staff different tasks or the staff using their strengths to support fellow colleagues.

(b) 360 degree evaluation

This method provides for performance feedback from a full circle of daily contacts that an

employee might have. It consists of performance data generated from a number of sources, who

can include the person to whom the individual being assessed reports, people who report to the

appraisee, peers (team colleagues or others in the organization), and internal and external

customers as well as self-assessment.

The interviewees claimed that they chose to use the 360 degree evaluation method basically to

ensure that feedback is sought from peers who work with respective employees at the same level,

those whom they supervise and others whom they interact with in the course of their day-to-day

work. This enables the supervisor and supervised to get all round feedback on the behaviours

and relationships the particular employee exhibits while doing their job.

49
The researcher inquired from two members of staff from that particular school and they said that

they don‟t like the idea of their colleagues having to comment about their work; they don‟t trust

feedback given by their colleagues as they feel that some of their colleagues are out to get them

out of their employment.

The interviewees reported that their school achieves this through the practice of: Staff Dialogue,

Upward Feedback, Performance Rewards and Employees‟ contribution to reviews.

a) Staff Dialogue. This is the discussion held between the supervisor and supervisee on the

performance of the employee being appraised. The discussion focuses on performance

during the period under review focusing on areas of strength and areas of improvement.

The two parties agree on the final assessment that is documented, signed by both parties

and placed on an individual‟s personnel file.

b) Upward Feedback. Upward feedback provides an opportunity for supervisees to

comment on their supervisors‟ performance during the period and to comment on how

they are supervised, the kind of support they are given and their interpersonal skills. It

also provides an opportunity to supervisors to get feedback from those they supervise on

how they conduct themselves in their day-to-day work.

c) Performance Rewards. This refers to the rewards that employees receive after a

performance appraisal. The amount of reward depends on how the employee has

performed during the appraisal period. The rewards could be monetary or in form of

promotion, training, exchange visits and others. This motivates the employees to even

maintain or improve their performance levels the following year.

50
 d) Seeking employees’ contribution. Employees feel valued when their ideas are sought and

taken into consideration during review of employee performance appraisal systems. The

fact that they are allowed to participate and their voice is listened to, makes them feel

valued and part of the organization.

Research question 3. Is there a difference in secondary school teacher performance

appraisal system between public and private secondary schools in Kagadi district of

Uganda?

The researcher investigated whether or not a difference existed in secondary school teacher

performance appraisal system between public and private secondary schools in Kagadi district of

Uganda. The findings revealed that a significant difference exists, as shown in a summary of the

qualitative data presented in table 4.2.5.

Table 4.2.5 showing a difference in secondary school teacher performance appraisal system

between public and private secondary schools in Kagadi district of Uganda.

Variables r-value Sig Interpretation

Performance appraisal in

public secondary schools

.038 .003 significant difference

Vs

Performance appraisal in

private secondary schools

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Based on table 4.2.5, the sig-value of 0.003 shows that the appraisal system between public and

private secondary schools in Kagadi district of Uganda differs significantly. This means that the

methods they dominantly use to appraise teachers differ so much. The details of this difference

is presented in table 4.2.6.

Table 4.2.6 showing detailed aspects of difference in secondary school teacher performance

appraisal system between public and private secondary schools in Kagadi district of

Uganda.

Public Secondary schools

Total Number of Respondents from Public schools: 100

Item n %

Formal performance appraisal is done 75 75

Appraiser and appraise discuss the ratings 74 74

Core competencies appraised 76 76

It is done annually 75 75

Use of national examination results as a basis 30 30

Using spies within schools to report 21 21

Using students to assess teachers 26 26

Using observation method 18 18

Assessing their schemes of work & records 78 78

Relying on roumers 10 10

Using suggestion boxes 21 21

Relying on reports provided by the deputy and DOS 31 31

52
 Private Secondary schools

Total Number of Respondents from Private schools: 220

Item n %

Formal performance appraisal is done 27 12.2

Appraiser and appraise discuss the ratings 22 10

Core competencies appraised 35 15.9

It is done annually 34 15.5

Use of national examination results as a basis 148 67.3

Using spies within schools to report 118 53.6

Using students to assess teachers 128 57.3

Using observation method 98 44.5

Assessing their schemes of work & records 122 55.5

Relying on roumers 100 45.5

Using suggestion boxes 109 49.5

Relying on reports provided by the deputy and DOS 110 50

Note: different oral informants gave different reasons; for that matter a similar response

could be raised by different respondents.

Table 4.2.5 and table 4.2.6 reveal that a big difference exists in academic staff performance

appraisal between public and private secondary schools in Kagadi district of Uganda. For

example, the respondents‟ responses indicated that whereas formal staff performance appraisal is

done in public secondary schools, it is rarely done in private secondary schools. The respondents

also revealed that in public secondary schools, core competencies such as teachers‟ professional

knowledge, their ability to plan, organize and coordinate activities; their leadership ability;

53
decision making ability; team work, ;imitativeness; communication ability; level of integrity;

time management, among others are assessed formally by rating each of them. This is lacking in

private schools where such are rarely assessed formally. The employers in private schools mainly

use un-official methods, such as using spies to assess teachers‟ performance as was reported by

53.6% of the respondents compared to 21% of respondents from public schools; using students

to assess teachers‟ performance as was reported by 57.3% of the respondents compared to 26%

of the respondents from public schools, as well as relying on roumers to assess teachers‟

performance as was reported by 45.5% of the respondents compared to 10% of the respondents

from public schools.

A female teacher in one private school claimed, “ Roumers are part and parcel of private school

management system…some headteachers and school founders even reward students and

teachers who take roumers to them regarding how certain individual teachers are behaving or

performing and sometimes school managers make decisions without giving chance to the

reported persons to defend themselves”.

On the other hand, interviewed people from public schools affirmed that “stupid” methods of

assessing teachers such as using spies, rarely exist in public schools and because of this, job

security of teachers is high. This affirms a significant difference in the performance appraisal of

teachers between public and private secondary schools in Kagadi.

54
 CHAPTER FIVE

DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter deals with a discussion of the findings of the study, the conclusions drawn, as well

as the recommendations. These are based on three research questions namely: 1. To what extent

is formal performance appraisal of teachers done in public secondary schools in Kagadi district,

Uganda? 2. To what extent is formal performance appraisal of teachers done in private secondary

schools in Kagadi district, Uganda? 3. Is there a difference in secondary school teacher

performance appraisal system between public and private secondary schools in Kagadi district of

Uganda? A discussion is thus presented.

5.1 Discussion

5.1.1 To what extent is formal performance appraisal of teachers done in public secondary

schools in Kagadi district, Uganda?

Seventy five percent of the respondents responded that performance appraisal was carried out

formally in public secondary schools to a large extent. Only 15% of the respondents reported that

it was carried out to a moderate extent, and 10% of the respondents reported that it was carried

out to a small extent.

Based on qualitative data from the respondents, this large extent of performance appraisal was

attributed to the benefits of performance appraisal to their individual teachers‟ performance and

to the achievement of overall school goals. There was general agreement that employees have

progressively valued the employee performance appraisal systems in place because of the direct

link between the process and their output. They also said it enables them to identify their areas

55
of improvement and therefore get management‟s support to improve. In addition, their areas of

strength are also rewarded for example through promotion. Other reasons cited included the

need to abide by the government policy of appraising employees; fear to be deleted from the

payroll; and that it is one of the things the inspectors of schools check when they inspect schools.

The shocking revelation that some headteachers in public secondary schools connive with the

officials at the district to have appraisal forms for ghost teachers well filled and signed reveals a

rot in Uganda‟s public service, the corruption and embezzlement of public funds which is

actually a menace in Uganda. As Wesaka (2017) claims, corruption is full in schools and in

many government departments, and some ministers have even gone to an extent of soliciting

bribes from people to do for them what they want. It is also in agreement with Kasozi (2016)

who claimed that the head counting of teachers and learners in public primary and secondary

schools in Uganda is vital as it can help to un-earth ghost teachers and students who are quite

many.

5.1.2 To what extent is formal performance appraisal of teachers done in private secondary

schools in Kagadi district, Uganda?

Seventy two percent of the respondents responded that performance appraisal was carried out

formally to a small extent. Only 15.6% of the respondents reported that it was carried out to a

moderate extent, and 12.2% of the respondents reported that it was carried out to a large extent.

Based on the qualitative data from respondents, this limited formal performance appraisal is due

to many factors such as: private schools not having a formal system of hiring and firing

employees; some school founders being illiterate or semi-illiterate; many private schools being

started with the inner major reason of getting money; lack of adequate interest by employees;

56
lack of an established human resources system to effectively coordinate and harmonize employee

performance appraisal issues; unrealistic reward system and inflexible management styles. Many

private schools‟ human resources department has not yet established a streamlined system to

effectively handle all issues pertaining to employee performance appraisals. As a result,

coordination and harmonization of employee performance appraisal issues sometimes hangs in

balance which affects the effectiveness of performance appraisals.

The view of limited formal performance appraisal in private schools reveals the management

challenges of private institutions. As Matovu (2015) claims, some private schools are run like

night clubs whereby the sense of order and approved systems are missing, they are run according

to the wishes and personal interests of the founders and because the government does not care

much, such challenges are becoming inherent in Uganda‟s private education system.

The claim by some interviewees that some headteachers and founders of private schools

sometimes go an extra mile and assess teachers by how good or bad they are in bed (by having

sex with them). This appears consistent with Musoke (2017 June 8) who reported that one of the

prominent contributors to the education field in Uganda who owned about six secondary schools

was survived by over 100 children and over 30 widows, and that he had fathered some of the

children with the female students and teachers in his schools. Whereas from the Christian and

Islamic religious perspectives this can be interpreted as the devil being at work in the lives of

some individuals, from the African traditional societal perspective it is being “a real African

man” as a true African man is supposed to have children from several women as Kayindu (2015)

asserts. This is however opposed to the teaching professional ethical principles.

57
The fact that teaching professional ethical principles are broken as revealed by the interviewees

through the ghost teachers being appraised can be attributed to the inherent sinful and

complicated nature of human beings, lack or limited will of government to fight corruption, bad

examples from the top government officials (since they are usually alleged to be corrupt yet they

are paid handsomely in form of salary and allowances, even those below them decide also to be

corrupt).

The view of private schools not doing formal assessment of their teachers can also be attributed

to the respective schools‟ cultures, that is, the way they do things in their respective schools. As

Nassejje (2001) asserts, some institutions do not want to do things the way they are supposed to

be done by citing a host of reasons all of which are meant to show that if things are done the way

they are supposed to be done, better results may not be achieved.

5.1.3 Is there a difference in secondary school teacher performance appraisal system

between public and private secondary schools in Kagadi district of Uganda?

The findings on this research question revealed that there is a significant difference in secondary

school teacher performance appraisal system between public and private secondary schools in

Kagadi district of Uganda.

Qualitative data accounted for these differences in these terms: private schools are mainly after

getting money so they concentrate more on the things which make students like the school rather

than the performance appraisal of teachers. In this way as some respondents noted, some

mediocre teachers can be allowed to continue teaching in a school as long as students like them

58
and yet the serious experienced teachers can be expelled if students report them that they do not

like them.

Other reasons cited for the difference were that some private school founders are illiterate unlike

in public schools; in private schools teachers are on the mercy of the headteachers and school

founders unlike in public schools where teachers are employed by the government and it is

almost impossible for a headteacher to expel a teacher.

This difference is related to Opolot-Okurut (2008)‟s findings on teachers‟ practices in high

performing secondary schools and those in low performing secondary schools of Uganda. He

noted that in these schools differences exist in terms of teacher interaction, teaching practices,

environment, teacher engagement, among others. He noted that in the low performing secondary

schools where there is usually a laissez-faire way of doing things, some teachers do not make

schemes of work and lesson plans, they stop planning lessons immediately after leaving teacher

training institutions.

5.2 Conclusions

From the findings of the study, the following conclusions are drawn .

1. Public secondary schools in Kagadi district generally follow the government policy of

appraising teachers, thus formal ways are mainly used in appraising them.

2. Though appraisal is important to improve teachers‟ performance, private secondary

schools in Kagadi district mainly appraise teachers informally such as relying on the

performance of students in the national examinations, as well as headteachers relying on

59
 roumers provided to them by students and other spies planted in the school by the

headteachers.

3. In Kagadi district, there is a big difference between public and private secondary schools

in the way they run business, such as appraising teachers, an indicator of the gaps in the

Ministry of Education‟s inspectorate Department.

5.3 Recommendations

Based on the findings of the study, the following are recommended.

1. Though performance appraisal in public secondary schools was found out to be done

formally to a large extent, it should be done better so that it done formally in the best

way. The Government should properly utilize the results of the teacher performance

appraisal system to effectively promote those who are actually worthy of promotion. This

is based on the shocking revelation from interviewees that sometimes mediocres are the

ones promoted as long as they are highly connected to the officials in the Education

Service Commission and that it is very rare for competent teachers to be promoted to

headship if they are not connected to the officials in the Education Service Commission.

2. The Government should streamline the Inspectorate Department in the Ministry of

Education and Sports so that in inspecting private schools the inspectors force

headteachers to have, among other things, formal performance appraisal forms of

teachers in the teachers‟ respective files since private schools are supposed to observe

Government educational policies.

3. Private schools should borrow a leaf from public schools and stop running schools like

business enterprises. They should do things such as performance appraisal, formally not

as they wish.

60
5.4 Areas for Future Research

A potential area for future research is on the employee interest, commitment, skills, streamlined

process, reward systems, and management styles as correlates of effective execution of employee

performance appraisal in educational institutions in Uganda. This is based on the fact that the

current study identified them as intervening variables; future studies should therefore address

them.

61
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 APPENDICES

APPENDIX I: OFFICIAL PERFORMANCE APPRAISAL FORM OF PUBLIC

SERVANTS

67
68
 APPENDIX II

Table for determining sample size from a given population by Morgan and Krejcie);

adopted from Amin (2005).

Note: N is population size

S is sample size

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 APPENDIX III

QUESTIONNAIRE ON PERFORMANCE APPRAISAL OF TEACHERS IN

SECONDARY SCHOOLS IN KAGADI DISTRICT

SECTION A: Profile of respondents

1. Your Age:………………………..

2. Sex

(a) male

(b) Female

3.Number of years in the teaching service:………………………

4.Type of school you are teaching in. (a) Public……… (b) Private……………

SECTION B.

1. To what extent is formal performance appraisal of teachers done in this school? (a) large

extent (b) Moderate extent (c) small extent

2. If they are appraised to that extent you have mentioned, why do you think it is like that?

3. (a) How are teachers appraised in this school? What methods are usually used?

(b) Why are such methods used?

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Oral Interview Guide

1. To what extent is formal performance appraisal of teachers done in this school?

2. If they are appraised to that extent you have mentioned, why do you think is it like that?

3. (a) How are teachers appraised in this school? What methods are usually used?

(b) Why are such methods used?

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