Abstract:
The purpose of this study was to assess the practice and challenges of teachers’ performance
appraisal in secondary schools ofMeketWoreda North Wollo Zone. A descriptive study
designusing quantitative and qualitative approaches was employed to conduct the study. There were
five secondary schools in the woreda, all of them were included in the study. From these schools
33 teachers, 15 department heads, 21 PTA and 60 studentswere selected as a sample using
comprehensive, stratified and simple random sampling technique,Questionnaires and interviews
used for the purpose of collecting data.The participants of interview were principals,Questionnaire
was administered to 129respondents for student, PTA, department head and teachers where all of them
properly filled and returned. Then, the information gathered through closed-ended questionnaire was
analyzed using percentage, mean and standard deviation while the information gathered through
interview questions were narrated qualitatively. The major findings of the study included: TPA do
not served in rewarding teachers currently, teachers do not participate in the development of the
TPA’s criteria, the criteria’s were irrelevant, ambiguity, subjective, the major sources of TPA
were principals, department heads, students and parent teacher associations, except principals
the other source of TPA had lack of knowledge, skill and commitment to appraise teachers. In
the appraising process there is no enough orientation for both the appraisers and teachers, and
poor administration. The major problems encountered in appraisers are lack of knowledge, skill
and commitment, had no mutual agreement between appraisers and employee, the challenges
occurred on the process of TPA cannot avoid totally however it minimizes by giving orientation
and training, the criteria had problem ofclarity and relevant to the current TPA.The conclusion
of the study TPA had no contribution in developing the rewarding system of teachers, no skillful
appraisers, Most of the school teachers did not participated in the formulation of the teachers’
performance appraisal criteria, and had the challenge of adequacy and continuity.
