Teacher’s Performance Appraisal Practice and Challenges in Government Primary Schools of Dilla City Administration

The main purpose of this study was to assess the current practice and challenges of teachers’ performance appraisal practices in government primary schools under the Dilla City administration. The research utilized a mixed-method concurrent triangulation design approach. There were four complete primary schools in the city, and two of them were included in the study. From these schools, 62 teachers, two principals, one school supervisor, two department heads, two PTAs, and two students were selected as a sample. Concerning the sample, teachers were selected using proportional and systematic sampling techniques. Contrary to this, the purposive sampling technique was used to select principals, department heads, and student council; PTAs and one supervisor were also selected by the available sampling method. Findings from both instruments were presented in an integrative way. The findings of the study revealed that teacher performance appraisal has been a common practice, often conducted twice a year, but with the principal as the dominant appraiser. Concerning purpose, the current system of teachers’ performance appraisal has not mainly served the developmental drives of PA. The criteria used to appraise teachers were viewed by teachers as fine, but the participation level in the formulation process was forced by the South American Nationalities Education Bureau. Concerning common challenges in the TPA: poor feedback system, low teacher participation, postappraisal discussions, students’ bias, and sometimes using PA for revenge. The text advocates for teacher involvement in formulating TPA criteria, involving stakeholders, and adapting guidelines, while also recommending meticulous assessment of teacher performance using interpersonal communication.