Improving Performance Of Students Of St. John's Grammar School Through Teacher Appraisal

ABSTRACT

This research work set out to answer the question of what could be

done to help students of St. John's Grammar School to improve on their

performance in both internal and external examinations. Certain problems

facing teachers which might have had negative effects on student performance

were identified.

In all, fifty-four members of staff were requested to answer questions

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on whether their work had been appraised before and on their perception of

performance appraisal. They were also made to identify problems facing them

as teachers some of which were lack of adequate supervision by GES officials,

and ineffective conduct of internal performance appraisal. Other deficiencies

included inadequate preparation of teachers before lessons, ineffective use of

instructional time, inability to regularly assign and mark exercises of students,

large class sizes and insufficient motivation. The inability ofteachers to fully

participate in co-curricular activities and to carry out delegated assignments

was apparent.

As a result of these findings, samples of respondents were taken

through a perforn1ance appraisal exercise. After this intervention, there was a

positive change in the attitude ofteachers towards their professional duties.

In order to sustain this change, it is recommended that performance

appraisal should be carried out more often to ginger up teachers. Then if

teachers are expected to do their work properly, management must ensure they

are well motivated.

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