CHAPTER FOUR
PRESENTATION OF FINDING
This chapter presents data that was collected using questionnaires and interviews. In the same chapter, data is interpreted and analyzed along four themes, namely; influence of teacher performance appraisal on teacher’s attitude towards work in the selected schools, the influence of teacher performance appraisal on teacher student relationship in the selected schools and the influence of teacher performance appraisal on teacher-parent relationship in the selected schools.
4.1 Bio data of the respondents
This section introduces the findings in the study in relation t the bio data of the respondents.
4.1.1 Gender of the respondents
Table 1: Gender of respondents
| Gender of the respondent | Frequency | Percent |
| Male | 187 | 55 |
| Female | 157 | 45 |
| Total | 344 | 100.0 |
Source: Primary Data
According to the study results as indicated in the table above majority 55% of the respondents were male and the remaining 45% were female. This study results therefore indicates that majority of the respondents were female.
4.1.2 Findings on the age brackets of the respondents
Table 2: Findings on the age brackets of the respondents
| Age category of respondents | Frequency | Percent |
| below 25 years | 156 | 45.3 |
| 26-35 years | 1 | .3 |
| 36-45 years | 25 | 7.3 |
| 45 and above years | 162 | 47.1 |
| Total | 344 | 100.0 |
Source : Primary Data
The study results also indicate that majority of the respondents were 45 years and above this study results therefore indicates that majority of the respondents were mature and therefore they could give reliable information regarding the subject matter.
4.1.3 Findings on the marital status of the respondents
Table 3: marital status of the respondents
| Marital status | Frequency | Percent |
| Married | 57 | 16.6 |
| Divorced | 87 | 25.3 |
| Never married | 200 | 58.1 |
| Total | 344 | 100.0 |
Source: primary data
According to the findings from the table majority of the respondents were never married. this study results indicated that majority of the respondents in the study were pupils who had never been married.
4.1.5 Findings on the attitude of respondents
The first objective of the study was to examine the influence of teacher performance appraisal on teacher’s attitude towards work in the selected schools. The findings of this objective were gathered from questionnaires from 159 students , 26 teachers, 159 parents, The results in this study also included the response from the Head Teachers which was got from the interviews and it was written in italics so as the reader can differentiate the response from the interviews and the questionnaire and the sample size of Head teachers was 10. . The respondents’ views concerning the influence of teacher performance appraisal on teacher’s attitude towards work in the selected schools is presented in in Table 4.2. The variables were measured using 9 items scored on a five point Likert scale of 1=strongly disagree, 2= Disagree, 3=Uncertain, 4=Agree, 5= strongly agree. The mean value was measured using SPSS
Table 4.2: findings on attitude
| SA | A | NS | D | SD | Label | N | Mean | Std. Deviation | |
| The way a teacher perceives his job is essential in determining their attitude | 37 | 270 | 9 | 7 | 21 | NO. | 344 | 3.86 | .864 |
| 10.8 | 78.5 | 2.6 | 2.0 | 6.1 | %age | ||||
| Teachers interaction with students can motivate teachers | 38 | 245 | 25 | 14 | 22 | No. | 344 | 3.76 | .932 |
| 11.0 | 71.2 | 7.3 | 4.1 | 6.4 | %age | ||||
| Teachers expectation determine their attitude towards work | 41 | 265 | 4 | 30 | 4 | No. | 344 | 3.90 | .759 |
| 11.9 | 77 | 1.2 | 8.7 | 1.2 | %age | ||||
| The management styles of the school heads determine their attitude | 51 | 267 | 10 | 6 | 10 | No. | 344 | 4.00 | .714 |
| 14.8 | 77.8 | 2.9 | 1.7 | 2.9 | %age | ||||
| Teacher training determines their attitude | 62 | 258 | 13 | 9 | 2 | No | 344 | 4.07 | .609 |
| 18 | 75 | 3.8 | 2.6 | 0.6 | %age | ||||
| The school environment determines a teacher’s attitude | 52 | 251 | 32 | 9 | 0 | No | 344 | 4.01 | .591 |
| 15.1 | 73 | 9.3 | 2.6 | 0 | %age | ||||
| The availability of teaching resources determines a teacher’s attitude | 61 | 244 | 27 | 9 | 3 | No | 344 | 4.02 | .663 |
| 17.7 | 70.9 | 7.8 | 2.6 | 0.9 | %age | ||||
| The school rewarding system determines a teacher’s attitude | 57 | 257 | 12 | 13 | 5 | No | 344 | 4.01 | .696 |
| 16.6 | 74.7 | 3.5 | 3.8 | 1.5 | %age | ||||
| The expectation of the school on the teachers determines their attitude | 20.6 | 243 | 15 | 15 | 0 | No | 344 | 4.08 | .648 |
| 71 | 70.6 | 4.4 | 4.4 | 0 | %age |
Source: Primary Data
According to the study results from the table majority (78.5%) 245 of the respondents Strongly agreed that the way a teacher perceives his job is essential in determining their attitude, 10.8%. This factor is also further supported by the high mean value of 3.86 indicating that majority of the respondents agreed. This finding therefore implies that the way the teacher perceives his job has an influence towards determining his attitude for the job.
This finding was also further stated by one of the Head teachers who indicated that;
“Teachers who believe that when they teach the pupils they make an impact to the community they feel compelled to work harder and this improves their work ethic”.
While another Head teacher from the school further indicated that;
“In my school we normally recognize the teachers who subjects have been performed very in O’level and I see this culture encourages the teachers to be committed to their jobs”.
On finding out whether Teachers interaction with students can motivate teachers, majority (71.2%) 245 agreed, 11.0% (38) agreed with the statement. This finding was also further in line with the findings of the mean which was measured at 3.76 indicating that majority of the respondents agreed though 6.4% (22) strongly disagreed, 4.1% (14) disagreed and only 7.3% (25) were not sure.
This study result was also further supported by the response from the study of one of the Head teachers who indicated that;
“Teachers need respect from their students it is therefore important for the students to respect their teachers so that they feel motivated”.
While another Head teacher also indicated that;
“I have my mathematics teachers who I see all the students consult him therefore I feel that positive interaction between the teachers and the students is imperative to enhance teacher’s motivation of their work”.
On findings whether; Teachers expectation determine their attitude towards work, the study results indicated that; majority 77% (265) agreed, 11.9% (41) strongly agreed. This study finding implies that the respondents agreed that what the teachers expects determines their attitude towards their job and this therefore will determine their level of motivation. This finding is also further supported by the fact that the mean value of 3.90 further indicating that the level of teachers’ expectation determines their attitude towards work.
This is view was also in line with the response from the field where one of the Head teachers who stated
“that when teachers expect to be given a reward for their hard work they will work hopping for a better pay”.
While another Head teacher further indicated that;
“Sometimes the teachers are demoralized when they know that despite their Hard work they will not be recognized this has thus made them not to value their profession as they view that the school will not reward them”.
The head teacher from another school also stated that;
“most of the teachers who are not yet on government payroll feel demotivated and some of them have decided to be engaged in the Boda business as they have lost interest in the profession”.
On finding out whether the management styles of the school heads determine the attitude of the teachers, 77.6% ss agreed, 14.8% strongly agreed. This study results were also further in line with the mean results which was 4.00 further indicating that majority of the respondents in the study agreed.
The study findings also concurred with the response from one of the Head teachers during the interviews who stated that;
“It is had to tell to tell what teachers actually want for me I have been a head Teacher in two different schools but I feel sometimes the way the Head teacher Handles teachers especially in terms of communication has a big influence on How teachers view the job that they are doing and how they feel about their job”.
According to the findings from the table majority 75% (258) of the respondents agreed, 14.8% (62) of the respondents strongly agreed that Teacher training determines their attitude. The table further indicates that 2.9% (10) of the respondents strongly disagreed and 1.7% (6) disagreed. this therefore implies that the respondent’s teacher training determines their attitude. The results was also indicated by the mean value of 4.07.
This view was also supported by the response from one of the Head teachers who indicated that;
“The teacher training colleges have a huge influence on the teachers. Some N.T.Cs train teachers well were by you find that teachers feel motivated about their work. Therefore, for me I recommend that the teacher training colleges and universities should train teachers better so that they are motivated and fell proud about their job as this will enhance their interest in the job”.
On determining whether “The school environment determines a teacher’s attitude” majority 70.9% (244) agreed, 17.7% strongly agreed. The study results further indicated that 0.9% of the respondents strongly agreed, and 2.6% (9). The study results was also further in line with the findings of the mean which was at 4.02 indicating that majority of the respondents agreed.
This view was also further shared by the response from one of the teachers who indicated that;
“I have been through so many schools but schools in urban environment which have all the facilities provide a conducive environment were teachers are motivated to do personal research”.
On finding out whether the expectation of the school on the teachers determines their attitude. The study results indicated that; 74.9% (257) agreed, 16.6% strongly agreed. The results further indicated that the mean value of 4.08 indicated that majority of the respondents agreed. This finding therefore implied that the expectation of the teachers has an influence towards their attitude with their work.
This view was also further shared by one of the Head teachers during the interviews who indicated that;
“When the teachers expect to be rewarded for the performance of the students, they feel motivated to work hard and ensure that the students pass in good grades”.
According to the study results
Findings on the correlation between performance appraisal and attitude
| Attitude | Performance | ||
| Attitude | Pearson correlation | 1 | .538** |
| Sig. (2-tailed) | .000 | ||
| N | 344 | 344 | |
| Performance appraisal | Pearson correlation | .538** | 1 |
| Sig. (2-tailed) | .000 | ||
| N | 344 | 344 | |
| **. Correlation is significant at the 0.01 level (2-tailed). | |||
Source: Primary Data
According to the table above the P>0.538 indicating that there is a strong relationship between the variables. This study results therefore implies that the performance appraisal of teachers directly influences the attitude of the teachers. From the above analysis therefore, it is imperative for an organization to carry out performance appraisal for teachers to enable the teachers develop positive attitude to their work.
This view was also further supported by the response from the interview guide were one of the head teachers stated that
“when teachers are appraised, they understand their weakness and they work towards improvement this helps in improving their attitude towards their work there by improving their performance”.
This finding therefore means that performance appraisal for teachers is essential to enhance the morale of teachers towards teaching.
Regression analysis on the influence of attitude on performance
| Model Summary | ||||
| Model | R | R Square | Adjusted R Square | Std. Error of the Estimate |
| 1 | .538a | .289 | .287 | 2.906 |
| a. Predictors: (Constant), PERFORMANCE | ||||
Source: Primary Data
The R-squared value =0.287, this implies that 28.7% of the variations in the Attitude of teachers can be explained by performance appraisal. This table results further shows that though performance appraisal affects the attitude of the teachers there are other factors that influence the attitude of the teachers. This study results therefore indicates that it is imperative for a school to appraise teachers so that they develop positive attitude towards their work.
This finding was also further in line with the response from one of the Head teachers who stated that;
“when we do teacher appraisal in school teachers feel that their performance is noticed and valued by the school this amplifies their interest their jobs”.
While another head teacher in the school stated that in my school;
“We previously had very poor and demotivated teachers when we introduced a method were, we rewarded teachers basing on the level at which students have passed you subject at UNEB we now have a very competitive teaching force and teachers are willing to go an extra mile”.
Analysis of variables
| Model | Sum of Squares | Df | Mean Square | F | Sig. | |
| 1 | Regression | 1175.982 | 1 | 1175.982 | 139.272 | .000b |
| Residual | 2887.774 | 342 | 8.444 | |||
| Total | 4063.756 | 343 | ||||
| a. Dependent Variable: ATTITUDE | ||||||
| b. Predictors: (Constant), PERFORMANCE | ||||||
Source: primary data
The study results from the table indicates that since P-Value (0.000) <0.05. This shows that there is statistical significance between performance appraisal and attitude. This study results from the table indicates that the attitude of the teachers affects performance appraisal.
Coefficient of Variables
| Model | Unstandardized Coefficients | Standardized Coefficients | t | Sig. | ||
| B | Std. Error | Beta | ||||
| 1 | (Constant) | -3.595 | 3.334 | -1.078 | .282 | |
| PERFORMANCE | 1.183 | .100 | .538 | 11.801 | .000 | |
| a. Dependent Variable: ATTITUDE | ||||||
The study results from the table above indicates that
A unit increase in performance appraisal would on average lead to 1.183 increase in positive attitude of the teachers. This is statistically significant since the P-value (0.000) <0.05. Thus, null hypothesis is rejected. This therefore implies that performance appraisal affects the attitude of teachers.
Teacher performance appraisal on teacher-student relationship
| N | SA | A | NS | D | SD | Mean | Std. Detn | |
| Evaluation of teachers’ performance improves their desire for work | 344 | 69 | 260 | 6 | 9 | 0 | 4.13 | 0.554 |
| 20.1 | 75.6 | 1.7 | 2.6 | 0 | ||||
| Evaluation of teachers’ performance reduces their desire to work | 344 | 0 | 0 | 0 | 82 | 262 | 1.24 | .427 |
| 0 | 0 | 0 | 23.8 | 76.2 | ||||
| Teachers feel good when their performance is evaluated | 344 | 62 | 248 | 14 | 17 | 3 | 4.01 | .706 |
| 18.0 | 72.1 | 4.1 | 4.9 | 0.9 | ||||
| Teachers feel good when they are recognized | 344 | 0 | 344 | 0 | 0 | 0 | 4.00 | .000 |
| 0 | 100 | 0 | 0 | 0 | ||||
| Employees feel good when they are rewarded | 344 | 0 | 0 | 0 | 344 | 0 | 4.00 | .000 |
| 0 | 0 | 0 | 100 | 0 | ||||
| Rating employee’s performance improves their desire to work | 344 | 104 | 41 | 1 | 198 | 0 | 2.85 | 1.374 |
| 30.5 | 11.9 | 0.3 | 57.6 | 0 | ||||
| Evaluation of students enables them to develop a bond with their students | 344 | 0 | 198 | 1 | 41 | 104 | 3.72 | .761 |
| 0 | 57.6 | 0.3 | 11.9 | 30.2 | ||||
| The quality of teachers’ teaching improves as a result of rating their performance | 344 | 6 | 281 | 28 | 14 | 15 | 3.94 | .336 |
| 1.7 | 81.7 | 8.1 | 4.1 | 4.4 | ||||
| When teachers are appraised, they become approachable to their students | 344 | 105 | 206 | 22 | 11 | 0 | 3.56 | 1.365 |
| 30.5% | 59.9 | 6.4 | 3.2 | 0 | ||||
| Teachers develop confidence as a result of evaluation | 344 | 93 | 200 | 50 | 1 | 0 | 4.12 | .644 |
| 27 | 58.1 | 14.5 | 0.3 | 0 |
Source: Primary Data
On finding out whether Evaluation of teachers’ performance improves their desire for work, majority 75.6 (260) of the respondents agreed, 20.1% (69) strongly disagreed. This study results therefore indicates that most of the respondents held the view that evaluation of teachers’ performance improves their desire for work. This was also further supported by the mean result got in the study was 4.13. the table further indicated that only 2.6% (9) of the respondents disagreed and the remaining 1.7% (6) were not sure.
This view was also further shared by the response from one of the Head teachers who further indicated that;
“Though we donot evaluate teachers in this school but I think when teachers are evaluated it’s a good idea as teachers will feel that their performance is noticed and this will enable them to improve and attach value to what they do every day”.
However the head teacher from another school contradicted with the finding as he stated that;
“I don’t support the Idea od evaluating teachers as its extremely hard to measure the influence of teachers since we have many teachers who teach the same subject and we keep on rotating them to help in finishing the syllabus”.
According to the findings on whether Evaluation of teachers’ performance reduces their desire to work, majority 76.6% (262) strongly disagreed, 23.8% (82) disagreed. none of the respondents agreed or strongly agreed. This study findings was also further supported by the mean value of 1.24 further indicating that most of the respondents strongly disagreed. This study finding was also further supported by response from the interviews were one of the Head teachers stated that;
When teachers are evaluated, they feel their work id being noticed and therefore they begin to value their work this enables them to develop positive attitude towards their work there by enabling them to work harder.
The study findings in the study indicates that 72.1% (248) of the respondents agreed that Teachers feel good when their performance is evaluated, 18.0% strongly agreed and 4.9% disagreed and the remaining 0.9% of the respondents strongly disagreed with the findings of the study. This study results was also further represented by the high mean value of 4.09. this response was also further in line with the response from one of the Head teachers who indicated that;
“When the school recognizes specific teacher for having enabled the students to pass well they feel like their performance has been enhanced”.
The study results shows that majority 97.1% of the respondents agreed that the quality of teachers teaching improves as a result of appraisal. This results therefore further shows that appraisal of teachers is imperative to improve on the quality of teaching.
This result was also in line with the response from one of the Head teachers who indicated that;
“when the teachers’ performance is measured they are motivated to work because they feel recognized and this whom the results may indicate that they have performed poorly will be compelled to improve on their performance.
Findings from the table also indicated that all the respondents 100% agreed that Employees feel good when they are rewarded. This study finding was also inline with the finding of the mean value which was at 4.00 indicating that all the respondents agreed. This result was also in line with the response by one of the Head teachers who indicated that;
“when the teachers are rewarded, they feel the work they doing at school is important and therefore they feel motivated to work hard make students pass their examinations well”.
The study results also further indicate that Rating employee’s performance improves their desire to work, majority 81.7% (281) agreed, 1.7% (6) strongly agreed. The table also shows that only 4.1% (14) disagreed and 4.4% (15) strongly disagreed. the mean value as indicated by the table was also in conformity with the findings as one of the Head teachers indicated that;
“When employees are rated they understand the target and feel motivated to achieve them”.
The study results also further indicate that majority 97.1% of the respondents agreed that Evaluation of students enables them to develop a bond with their students and only 2.9% strongly disagreed. This finding was also further supplemented with the results from the interviews guide were one of the teachers indicated that;
“When teachers are evaluated, they become friendly to students so that they teach the students well and this enables the students to pass exams well”.
On findings whether The quality of teachers’ teaching improves as a result of rating their performance majority
On findings out whether When teachers are appraised, they become approachable to their students. Majority 59.9% (206) agreed, 30.5% (105) strongly agreed this view was also inline with the finding from the mean which was at 3.56 while only 3.2% (11) disagreed, and only 6.4% (22) were not sure. This study results therefore further indicates that majority of the respondents agreed with the statement. This result was also further inline with the response from one of the Head teachers who indicated that;
“When teachers know that their performance is being measured, they start to relate to students better so that they are able to enable the students pass their exams”.
The table results also further shows that 58.1% (200) agreed, 27% (93) strongly agreed with the results that Teachers develop confidence as a result of evaluation, this was further indicated by the mean value of 4.12 indicating that majority of the respondents strongly agreed. The table further indicated that 0.3% (1) of the respondents disagreed and 14.5% (50) were not sure.
This response was also supplemented with the response from one of the Head teachers during the interviews who indicated that;
“When teachers are evaluated, they are able to understand their weakness and strengths this enables the teachers to be confident of what they are doing”.
TEACHER PERFORMANCE APPRAISAL ON TEACHER-PARENT
| N | SA | A | NS | D | SD | Mean | Std. Deviation | |
| Parents relate better with teachers after evaluation | 344 | 0 | 287 | 36 | 14 | 7 | 3.75 | .625 |
| 0 | 83.4 | 10.5 | 4.1 | 2.0 | ||||
| parents respect better evaluated teachers | 344 | 0 | 329 | 0 | 10 | 5 | 3.90 | .487 |
| 0 | 95.6 | 0 | 2.9 | 1.5 | ||||
| parents’ corporate with teachers who are better evaluated | 344 | 0 | 193 | 71 | 25 | 55 | 3.17 | 1.117 |
| 0 | 56.1 | 20.6 | 7.3 | 16 | ||||
| Parents reward better evaluated teachers with gifts | 344 | 0 | 313 | 0 | 9 | 22 | 4.15 | .651 |
| 0 | 91 | 0 | 2.6 | 6.4 | ||||
| parents are willing to recommend other fellow parents to bring their children to a school which evalutes teachers | 344 | 137 | 152 | 29 | 13 | 13 | 4.12 | .980 |
| 39.8 | 44.2 | 8.4 | 3.8 | 3.8 | ||||
| parents listen to teachers advise when they are evaluated | 343 | 97 | 178 | 26 | 13 | 29 | 3.88 | 1.122 |
| 28.2 | 51.7 | 7.8 | 3.8 | 8.4 |
Source: Primary Data
The study results indicate that majority 58.1% (200) , 27.1% (93)of the respondents stated that Parents relate better with teachers after evaluation. This study findings was also in line with the response from one of the Head teachers who indicated that;
“When parents realize that a specific teacher is recognized as a good performer, they will tend to relate with that teachers so that he helps their child and sometimes parents even give these teachers gifts or money to woo them to teach their child”.
The table results above indicated that 83.4% (287) agreed, 4.1% (14) disagreed and 2.0% (7) of the respondents stated that parents respect better evaluated teachers. This study results also were further indicated by the mean value of 3.90, indicating that majority of the respondents agreed with the finding.
The study results indicates that 95.6% (329) of the respondents agreed and only 2.9% disagreed and the remaining 1.5% (5) strongly disagreed. this study findings further indicated that majority of the respondents agreed to the findings with the statement that parents’ corporate with teachers who are better evaluated. This was also represented with the mean value of 3.17.
One of the Head teachers during the study also stated that;
“when parents want their children to be taught by better evaluated teachers”.
The table findings also show that majority 65.1% (224) of the respondents agreed that Parents reward better evaluated teachers with gifts. 26.5% of the respondents strongly agreed and only 3.2% (11) of the respondents agreed. This study results was also further supported by the mean value of 4.15. The response from one of the Head teachers during the study also was in line with this finding as the Head teacher stated that;
“parents normally give teachers gifts like soap, sugar when the students have passed their exams”.
According to the findings in the table above majority 51.7% of the respondents agreed with the statement that parents listen to teachers advise when they are evaluated. The results further indicate that 8.4% strongly disagreed and 3.8% disagreed. this study results were also further represented by the finding that the mean value was 3.88 indicating that majority of the respondents agreed. This finding was also in contradiction with the response from one of the Head teachers who stated that;
“parents do not only listen to better evaluated teachers they listen to all the teacher as along as the teacher is charge of the class were, their children studies”.
