| dc.description.abstract | This research focused on performance appraisal in the Ministry of Primary and Secondary
Education, with particular reference on Vainona High School. The study was promoted by the
fact that teachers in Zimbabwe had problems with the system of performance appraisal being
implemented, which was user-centred and top-down resulting in ineffective implementation. The
inadequacies in the performance appraisal system were negatively affecting the morale of
teachers thereby compromising teaching and learning. There were three specific research
objectives. The first objective was to analyse the purpose and benefits of performance appraisal
in the Ministry of Primary and Secondary Education. The second objective was to examine the
factors that influence the effectiveness of performance appraisal at Vainona High School. The
third objective was to interrogate the problems associated with performance appraisal at Vainona
High School. This research applied the qualitative research approach because the issue of
performance appraisal is subjective. The study was a case study of Vainona High School. The
population was made up of the school head, deputy head, six heads of departments and 32
teachers at Vainona High School. The researcher used non-probability sampling techniques
because of the time limitations for the study and that this type has lower costs compared to
probability sampling. Data for this research was collected using in-depth interviews, focus group
discussions, and documentary review. Data was analysed using thematic analysis and the findings
of similar nature were then grouped together. The research found out that the performance
appraisal system in the Ministry of Primary and Secondary Education was introduced in 2010 and
the Public Service Commission (PSC), which is the government’s employer, manages
performance appraisal. The was lack of thorough understanding on the motive and benefits of
performance appraisal because some participants at Vainona High School argued that the process
is necessary, fair, and benefits the teachers and learners while others had contrasting views. The
study showed that a number of factors influenced the success of performance appraisal and they
include availability of resources, linkage between performance and rewards, provision of training
to both the evaluators and the subordinates, and employee participation in the process. The
respondents at Vainona High School opined that between the years 2009 and 2016, the
performance appraisal system was bedevilled by a syndrome of problems, including lack of
clarity of the appraisal document, absence of teacher consultation, absence of feedback, no
relationship between performance appraisal, rewards, and promotions, high teacher-student ratio,
and student factors like absenteeism. The study came up with a number of recommendations that
could enhance the effectiveness of performance appraisal in the Ministry of Primary and
Secondary Education. The first recommendation was the need for the Ministry of Primary and
Secondary Education and the PSC to clarify the purpose of appraisal to the teachers. The second
recommendation was that the PSC and the Ministry of Education should provide adequate
training to the evaluators and the teachers. Another suggestion was that the Ministry of Primary
and Secondary Education, which has expertise about educational issues, should be in charge of
performance appraisal, not the Public Service Commission. The study also recommended that it
was essential to link the results of appraisal with rewards and promotions. Outstanding
performers should be rewarded for their efforts and there was need for performance related
bonuses. | en_US |
