Performance Appraisal of Teachers in Public and Private Secondary Schools in Kagadi District of Uganda

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.