Influence of Performance Appraisals on Promotion of Teachers in the Ministry of Education, Kabwe District of Zambia

Year 2020, Volume: 6 Issue: 2, 12 - 25, 30.12.2020

Chanda Sichinsambwe , Lillian Lialabi Alexinah Muyenga , Rosemary Mapoma

https://doi.org/10.19148/ijhbs.775226

Abstract

While many studies on performance appraisal focus on its effect on the motivation and commitment of employees, there is hardly any focus in the literature on the resultant effect in relation to promotion. Further, many developing countries are under-researched, making generalisability of prior research conclusions limiting. Thus, the purpose of this study was to assess the effectiveness of performance appraisals with regard to promotion of teachers in the Ministry of Education (MOE), Kabwe District of Zambia. Specifically, it examines what performance appraisal factor(s) is mostly used in determining promotion of teachers in Kabwe District. There have been some complaints that under-performing teachers are the ones that get promoted at the expense of hardworking ones. Based on a quantitative approach, survey data were collected from 123 respondents who included head-teachers, deputy-teachers and teachers and analysed using regression technique. The findings indicate that that there is an association between employee ability and promotion and between role perception and promotion and that there is no association between employee effort and promotion and between employee performance and promotion. The study shows that effort and performance, which should be critical in the assessment of employee eligibility for promotion are not being considered. The perception of teachers, therefore, is that the performance appraisal system is not very effective. Hence, administrators, policy makers, and teachers should work together so as to come up with an effective and transparent system.

Keywords

Performance appraisal, Promotion, Effort, Ability, Role perception

Supporting Institution

N/A

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