PERFORMANCE APPRAISAL AND TEACHER MOTIVATION IN SELECTED SECONDARY SCHOOLS IN NSANGI SUB-COUNTY,

WAKISO DISTRICT.

CHAPTER ONE

INTRODUCTION

1.0 Background to the study

In this chapter key aspects of the study are addressed which include; historical background, theoretical background, conceptual background, contextual background, statement of the problem, purpose of the study, study scope, significance of the study. The aspects will give a clear view of the problem and the reasons why it is important for the researcher to probe further.

1.1 Historical background

In the 1700s, education was not considered a professional discipline or field of study. As a result, education was not given the attention it deserves (Goodwin, 2010). According to Darling (2017), early towns especially in the United States turned to existing power structures, such as local government and the clergy, to hire teachers and make judgments about their teaching. This clearly shows that even teacher appraisal was not considered then as an important aspect. However, teacher appraisal is not exactly new as Dinham, (2013), points out that teacher appraisal is an old practice.  In the early 1930s the government of Britain in an attempt to improve the quality of education developed different ways of assessing the performance of a teacher. This is in line with Goodwin, 2010, who postulates that in the same period, other European countries like France agitated for quality education by specifically encouraging better teacher remuneration.

Picking up on that, Darling (2017) argues that enhancing achievement and providing a quality educational experience for all students has long been the most important outcome expected of schools.

It should however be noted that the factors stated above do not work in isolation. With evidence suggesting that “teacher quality is the single most important school variable influencing student achievement” (Organisation for Economic Cooperation and Development [OECD], 2005, p.26), the key role teachers play in enhancing student achievement is recognised. Given that teacher appraisal can be a key lever for increasing the focus on teaching quality (OECD, 2013, p.9) and that many reforms in the past have failed (Kleinhenz & Ingvarson, 2014), an understanding of the various aspects of successful performance appraisal is essential.Coming back home on the African continent as highlighted by (Emojong,2004), the school systems were built by the Europeans who were mainly colonialists and in the early 1940s teacher appraisal was not so much a priority because education was seen as a luxury for the privileged few.

This presumption is well supported by Ssekamwa (1997), who clearly notes that most of the African governments started paying attention to teacher motivation in the 1990s and before that, most governments did not pay attention to the call by the teachers to improve their welfare and provide more incentives to them. Teacher motivation is highly critical for the improvement in quality of education of the country which is the bedrock for the development of any society (Goodwin, 2010). (Emojong,2004) further observes that in the educational settings, for those teachers whose appraisals are not favourable to them, they have found it easy to neglect their duties since their preconceived ideas about work tell them that they are under achievers. Richard (2017) clearly supports this arguing that this disgruntlement of teachers creates a gap between the low performers and the high performers.

As time goes on, teachers become less interested in attaching great value to maximum performance. Dissecting the history further, (Ssempebwa, 2017) states that independent governments attempted to implement universal primary education and create more opportunities for secondary and higher education, with varying success. They also paid more attention to the education of rural children and of women. Structural adjustment programs (SAPs) and other international economic interventions, however, resulted in less government revenue and control over social services like education(Ibid) . He further states that in the early 21st century, governments and nongovernmental organizations (NGOs) are working to make education affordable and accessible for everyone (Ssempebwa, 2017).

Considering the situation of our neighbours in the east, Sirima (2010) reported in a study in Busia District in Kenya that public secondary school teachers with high levels of job satisfaction tend to have high social, and psychological atmosphere in the classroom that result in high productivity and effectiveness in job performance and willingness to stay longer. Still on the same note, Majanga (2010) stated that in the wake of Free Primary Education (FPE), there was increased class sizes, shortage of teachers, heavy teachers’ working load and lack of teacher motivation. They further discovered that teachers are demoralized with heavy workloads, handling many lessons, many pupils and work for long hours (Ibid). According to Ssekamwa (1997), In Uganda, formal education was introduced by the British following the letter written by King Muteesa I to the queen of England. On publication of the letter in the Daily Telegraph, British teachers who belonged to the Church Missionary Society (CMS) volunteered to come to Uganda and teach the people of Uganda.

(Ssempebwa, 2017) with more information on this states that these were Protestants initially. They arrived in 1877. They equally managed all spheres of the education system including teaching, teacher management and remuneration. They did not find the situation easy as Ssekamwa (1997) explains that despite the political and religious violence of the 1890’s, the protestant and catholic missions pioneered the task of starting and keeping going a school education system for many years with very little or no financial assistance from the government. According to Sekamwa (1997), up to 1925, all school education was in the hands of the missionaries. However, by 1910 the missionaries, following a request by catholic chiefs of Buganda kingdom, led by the leading catholic chief Stanislaus Mugwanya for a higher school that would mainly teach English began to consider seriously the need for a form of education designed to help build the character of the pupils and to prepare them for a wider and fast changing world in which they would live.

Richard (2017) notes that the first school along such lines was started by Mill Hill Fathers in 1902 at Namilyango. The school taught reading, writing, arithmetic, English grammar, Geography, Mathematics, Music and Games. Sekamwa (1997) explains that after, many schools of a similar type were opened up. Among these were Mengo High school in 1903, Gayaza High School in 1905, Kings College Budo in 1906, Kamuli, Kisubi (originally St. Mary’s School Rubaga) in 1906, Mbarara and Bukalasa. According to Mwenebirinda (2016), by the year 1924, when the Phelps-Stokes Commission visited Uganda, missionaries including Mill Hill Fathers, Church Missionary Society and White Fathers operated six types of schools namely Colleges, Normal schools for training teachers, High Schools, Central Schools, Sub-grade schools and Maternity Schools. The Phelps-Stokes Commission of 1924 urged the government to step up considerably the grants to missions for educational work.

It recommended the appointment of government inspectors of schools. Regarding the commission and     that “By a mere enumeration of the missionaries at work and the work they have to do, it has been proved without a shadow of doubt that Missionaries are not undertaking and cannot undertake the work of the inspection of schools in anyway approaching adequacy”. As a result of this finding, the colonial administrators had to find a way of improving the inspection function of school. The education provided by missionaries was criticized as being too literary (Ibid). As reported by Sekamwa (1997), by 1923, the White Fathers were already successfully running St. Joseph’s Technical School, a technical establishment next door to Kisubi College and yet another one at Bukalasa near the Seminary partly as a result of the report and recommendations of the Phelps-Stokes Commission and partly as a result of the publication of the British Government White Paper on Education in Tropical Africa of 1925 which called upon government to pay close attention to education.

According to Richard (2017), the Education Ordinance of 1927 empowered the director of education to register and classify all institutions at his discretion and close schools not meeting the required standard then. The ordinance came into force on 1^st September, 1928. Central schools came into force in 1936 and schools like King’s College Buddo had what was called “the school farm” up to 1950’s besides including Agriculture as a teaching subject. Between 1939 and 1945, the education system mainly consisted of sub-grade schools, primary vernacular schools, primary schools, junior secondary schools, senior secondary schools, government technical schools and Makerere University, (Sekamwa,1997). The second world war affected the education system. Notably, from January 1942, the mechanical section of Kampala Technical School was taken over by the army for turning out military artisans at the rate of 100 every three months.

Mwenebirinda (2016), agrees with the views above noting that between 1945 and 1962, the policy, control and development of education shifted. The first director of education had been appointed and by the end of 1940’s, the Uganda Muslim Education Association started operating vigorously and had its education secretary general with offices in Kibuli. The protectorate government was reluctant to take over schools much as it was willing to direct and develop education. The De Bunsen Commission Report on education in Uganda of 1953 greatly facilitated this in addition to cutting down on the number of teacher training institutions, adopting an 8-year primary level and a 4-year secondary course. Additionally, African local government or district councils became the local education authority (Ibid). Realising that there was a critical gap in the supervision of education, in 1950, the government appointed a British Superintendent of technical education and another British education officer in charge of manual training and 1 million pounds was set aside to help this development (Sempebwa,1995). From then on, the education sector in Uganda has made strides the different challenges notwithstanding. A lot is currently being done to address the challenges and one can only hope that the situation shall improve with time.

1.1.2. Theoretical Background

The study will be underpinned by the Expectancy theory developed by Victor H. Vroom in 1964 through his study of the motivations behind decision making as explained by Miner (2005). The theory is premised on the basic notions that people will be motivated to exert a high level of effort when they believe there is a relationship between the effort they put forth, the performance they achieve, and the outcomes or rewards they receive (Miner,2005). This theory was meant to take into account the differences in motivation levels within an individual from task to task. The Expectancy Theory plays a central role in how companies determine what will motivate their employees to be effective and enthusiastic about their work (Eerde, 1996). Thus, the key constructs in the expectancy theory of motivation are Valence (the value or strength one places on a particular outcome or reward), Expectancy (efforts to performance), and Instrumentality (the belief that performance is related to rewards (Heckhausen ,2008).

This theory is therefore relevant to this study since it indicates that motivation is not an independent factor. There are many other factors which determine levels of motivation. According to Heckhausen (2008), the main strength of this theory to this study is that it exclusively defines motivation and indicates that motivation is mainly affected by the particular outcome that someone has over a specific project.  If someone recognizes that the effort they invest in a given task is being rewarded, they are likely to be motivated with their work. Based on this theory, a typical employee will desire to be promoted. However, the promotion comes as a result of good work exemplified by good appraisals and positive performance on the Key Performance Indicators. With time, the expectation of a promotion will motivate the employee to look for ways of doing their job better to come up with a good appraisal to facilitate their promotion.

1.1.3 Conceptual Background

Appraisal comes from the word “praise” (to express warm approbation) in an effort to make teacher evaluation more palatable (Hattie, 2009). Therefore, Performance appraisal is the analysis of the performance of an individual in relation to the objectives, activities, outputs, and targets of a job or task given over a given period of time. (Poli, 2013). While Forrester, (2011) defines teacher appraisal as a function of human decision-making resulting from a value judgment about how good or weak a particular work performance is using information that compares the actual work performance with predetermined performance standards. However, Moorhead (1992) gives a broader view and describes performance appraisal as the process of evaluating work behaviors by measurement and comparison to previously established standards, recording the results, and communicating them back to the employee.

Closely related, Okumbe (1998) asserts that performance helps in evaluating how a worker succeeds in his present job and this is important for estimating how well he or she will perform in the future. This therefore helps in determining the strengths or weaknesses of the individual workers to increase productivity. Armstrong (2003) notes that performance management has risen from the old-established but somewhat discredited systems of merit rating and management by objective and that   many of the more recent developments in performance appraisal have been absorbed into the concept of performance management.Bratton (1988) presents an idea that is closely related. He stresses that, performance appraisal is a continuous and flexible process which involves managers and those whom they manage acting as partners within the required realms.

1.2 Statement of the Problem

Currently, the relationship between performance appraisal and teacher motivation is not very well understood. The available information about this subject matter is speculative and is likely to result in a number of errors, being motivation of teachers is one of the key determinants of performance. Therefore, low motivation of teachers is likely to lead to a number of undesirable consequences and one of them is poor performance among students. This calls for a detailed study to understand the relationship between the two variables with a view of devising ways to improve the performance of employees. According to Onen (2007), Teacher motivation in Uganda has been reported to be poor as majority of the teachers have reported being paid low salaries that cannot enable them afford the basic needs of life. Unlike other professions Ugandan teachers are some of the lowest paid. According to Mwenebirinda (2000), influence of staff appraisal is a critical component of administration. Staff appraisal has both positive and negative effects. Some teachers take it as a positive step towards improvement while others hate it with a vengeance (Mwenebirinda 2000). The research will study the influence of staff appraisal on motivation.

1.3 Purpose of the Study

The purpose of the study is to establish the relationship between Performance Appraisal of teachers and motivation in the selected Secondary Schools with the aim of empowering teachers to do a much better job with higher levels of motivation

1.4 Objectives of the study

The study will be carried out along the following objectives:

1. To examine the influence of teacher performance appraisal on teacher’s attitude towards work in the selected schools.
2. To examine the influence of teacher performance appraisal on teacher student relationship in the selected schools.
3. To establish the influence of teacher performance appraisal on teacher-parent relationship in the selected schools.

1.5 Research Questions

1. What is the influence of teacher performance appraisal on teacher’s attitude towards work in the selected schools?
2. What is the influence of teacher performance appraisal on teacher-student relationship in the selected schools?
3. What is the influence of teacher performance appraisal on teacher-parent relationship in the selected schools?

1.6 Significance of the Study

The research findings will help policy makers especially those at the Ministry of Education and Sports to develop policies aimed at motivating teachers to do a better job by way of improving on the methods of teacher appraisal and the way the statistics obtained from teacher appraisal processes are used. The same findings will also help to improve the attitude of teachers towards teaching and at the same time encourage students to take up teaching careers well aware that the working conditions in secondary schools are performance-based and favorable for all teachers.  The researcher also hopes that the results of the study will be useful to future researchers as a point of reference or literature review especially those who will be interested in undertaking a study in a related or similar area.

1.7 Scope of the study

This study will be conducted in Uganda between March 2020 and July 2020 through a cross-sectional survey. The study will be conducted in five secondary schools some public and others private selected from Nsangi Sub-county, Wakiso district. The data will be collected by the researcher and two research assistants using questionnaires, interviews, group discussions and document analysis techniques. The study will seek to determine how performance appraisal influences the motivation of teachers in the selected schools and how it affects the attitude of teachers towards their jobs.

1.8 Conceptual Framework

The illustration below summarizes the ideas that the researcher will operationalize to achieve the objectives of the research study.

Fig. 1: A conceptual framework for the relationship between staff appraisal and Motivation.

The concept of appraisal is cross-cutting as shown in the illustration above. According to Mwenebirinda (2000), influence of staff appraisal is a critical component of administration. Given this fact, appraisal needs to be done in the right way. According to Onen (2007), the outcomes of the appraisal system can be both good and bad depending on the way it was done and the kinds of people involved in the process.

On a general scale, staff appraisal directly affects the Teacher’s Attitude Towards Work, Teacher Student Relationship as well as Teacher Parent Relationship. Parents and students are the major stakeholders of a school and if they are not handled well, the school does not progress normally. According to Onen (2007), What makes it even more critical is that the motivation of the teacher affects the said stakeholders. However, in addition to the above stated factors, Government Policy, Non-Government Organization, Teacher’s Family Background also play a very important role in the motivation of the teacher. Therefore, one needs to take a clear view of all the factors affecting teachers to ensure that they deliver as expected.

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

This chapter discusses the views presented about the topic by different prior researchers. The discussion is based on the research objectives as well as the research questions.

2.2 Theoretical Literature Review

Maicibi (2005),stresses that performance appraisal is an important technique that can be used by any management (organization) if the organization really wants to achieve its set objectives. According to Craig (1996), it has three main objectives, to measure performance fairly and objectively against job requirements, to increase performance by identifying specific development goals so that the workers may keep pace with the requirements of a fast paced organization. In view of the above, Eliza (1996) argued that in many organizations, the appraisal system has been mishandled. She stresses that the worker should not walk blindly into performance appraisal. Past counselling sessions, feedback and proper design are crucial. The appraisal should be a joint effort because no one knows the job better than the person performing it.

Two categories of appraisal namely the formal and informal appraisal have been identified. (Cole 2000). Informal appraisal is the continuous assessment of individual worker’s performance by his superior or manager in the normal course of work. He says this kind of assessment is of an adhoc nature and is as much determined by intuitive feelings rather than factual evidence of results. He adds that, it is a natural by- product of the day-to-day relationship between managers and subordinates. Writers like Maicibi (2005) argue that informal appraisal is a system in which subordinates go into informal discussions with the superordinate; with the good aim of assessing habits and qualities of subordinates. He says that through this method, the management can collect a lot of information that is useful for purposes of promotion, advancements, transfers, termination or layoffs or training and development of staff.

Formal appraisal on the other hand is a system set up by the organization to regularly and systematically evaluate employees’ performance. Cole (2000) says this type of appraisal involves assessment of an employee’s performance in some systematic and planned way. It serves to determine how well an employee is working and decides on ways to improve performance. It therefore calls for an intermediate feedback in order to be effective. Armstrong (2003) emphasizes that the importance of giving a timely feedback to an employee is to develop and maintain a motivated workforce.

In 2000 here in Uganda, a more detailed appraisal form was introduced by the Ministry Of Public Service and all staff were sensitized on how to use the instrument. According to the appraisal instrument that is purported to be used now, areas that are measured  include; personality, behavior, performance and achievement of goals. This is in line with Taylor (2002), who argued that these are  measured either quantitatively or qualitatively. Therefore if it were really done, Taylor’s view indicates that it is a way of ensuring adequate performance. Noe et al (1996), define performance management as a means through which managers ensure that employees’ activities and outputs are congruent with the organizational goals. They say that performance management is central to  gaining competitive advantage. They argue that, performance management has three parts; defining performance, measuring performance, and feedback performance information.

Basing on this study, we can draw three major parallels; First, a performance management system specifies which aspects of performance are relevant to the organization, primarily through job analysis. Second, it measures those aspects of performance through performance appraisal which is only one method for managing employee performance. Third, it provides feedback to employees through performance feedback sessions so that they can adjust their performance to the organization’s goals.

2.3 Related Literature Review

2.3.1 Teacher performance appraisal and attitude towards work.

2.3.1.1 The concept of attitude

Attitude plays a major role in determining an individual’s personality. This is because attitude determines the way people perceive and act towards other people, objects or events that they interact with. Besides that, attitudes can influence one’s social interaction. That’s why it is important to know what attitude entails, how it comes about and its impact on people. According to Vanghan (2016) attitude is durable since it remains across time, he further stated that attitudes are relatively     permanent and persist across times and situations. They further defined attitude as, a relatively enduring organization of beliefs, feeling

and behavioral tendencies towards socially significant objects, groups, events or symbols or a general feeling or evaluation about some person; object or issue. Attitudes can also direct our experiences and determine the effects of experiences on our behaviors, when the people have positive attitude towards a specific job they are able to perform well and deliver high results. Bavon (1987), defines attitude as lasting general evaluation of people, objects or issues.

Attitude is lasting because it persists across time. Marino (2015) says that attitudes are a summary judgement of an object or event which aid individuals in structuring their complex social environment. Attitudes are acquired through learning over a period of time and controlled by individual’s personality and group. Attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. Therefore, attitudes are subjective and personal attributes and difficult to measure (Wood, 2015). Attitude has always been a matter of interest to many psychologists. Having a certain attitude in life is critical to people so as to help them live harmoniously and towards a better understanding of the environment.  According to Maio (2018), attitude is gaining significance because of its influence over an individual’s behavior. The possible reason for the popularity of the attitude concept is that psychologists have argued that attitudes have something to do with social behavior.

Attitudes are believed to influence behavior. The term attitude is often used as an expression covering such concepts as preferences, feelings, emotions, beliefs, expectations, judgments, appraisals, values, principles, opinions, and intentions. In addition, Purschke, (2015) says that the attitude component is a function of person’s salient behavioral beliefs, which stands for perceived outcomes or attributes of behaviour. Attitude is the readiness of the Psyche to act or react in a certain way. He argues that attitudes always come in pairs, one conscious and the other unconscious. Simlar (2011) states that attitudes are held with respect to some aspect of the individual’s world, such as another person, physical object, a bahaviour, or a policy. Therefore, the way a person reacts to his surroundings is called his attitude.

Jain, (2014) expresses that an attitude is a mental or neural state of readiness, organized coming through experience, exerting a directive or dynamic influence on the individual’s response to all objects and situations to which it is related. It is a tendency to respond to some object or situation.

2.3.1.2 Performance appraisal

Performance appraisal is the systematic, periodic and an impartial rating of an employee’s excellence in matters pertaining to his/her present job and to his/her potentialities for a better job (Kagema, 2018). O’Boyle (2012) sees it as a process of identifying, measuring and developing an individual’s performance in accordance to organizational goals. It can therefore be concluded from the views of the two scholars above that in an attempt to achieve competitive advantage over other organizations, majority of the global companies across the globe are counting on investing on their most important assets as a way of winning in the competitive business environment and in such instances, organizations are using performance appraisal as a way of winning against other companies. Performance appraisal is one element of performance management which entails different measurements through the organization. It’s the most important if the organizations are to take the advantage of their most important assets, employees, and gain human capital advantage.

This highlights the importance of performance appraisal as a means of determining records / or the need for further development. In most of the corporate organizations today performance appraisal is key. Performance appraisal is a well-established way of providing milestones, feedback, guidelines and monitoring for staff. A further development is trying this appraisal into a larger and more complex system of performance management (Smith 2019).  The importance of performance appraisal is further emphasized by CIPD (2008) who narrates that whilst performance appraisal is an important part of performance management, it is only one tool among a range of tools that can be used to manage performance. Milkovich  (1991) indicated that while performance appraisal aims to accurately assess the effectiveness of an individual’s job performance as well as improve organizational performance systems, it is impossible to standardize the context within which the appraisal takes place, or indeed the people who are either appraising or being appraised, further comprehending the reasons behind the decision that performance appraisal often receives.

According to CIPD (2008) the five key elements to Performance Appraisal include: measurements which basically deal with assessing performance against agreed targets and objectives, feedback which is providing information to the individual on their performance and progress, positive reinforcement which is emphasizing what has been done well and making only constructive criticism about what might be improved; exchange of views about what has happened frankly, how appraisees can improve their performance, the support they need from their manager to achieve this and their aspirations for their future career; and agreement where both parties (employer and employee) jointly come to an understanding by all parties about what needs to be done to improve performance generally and overcome any issues raised in the course of discussion.Kenyatta (2016) argues that the key to solving underperformance is communication, coupled with clarity about expectations and objectives, early intervention and ensuring that managers have a clear view of the underlying problem before applying a solution.

2.3.1.3 Teacher performance appraisal and teacher’s attitude towards work

The influence of a teacher on the life of a student and to their achievement cannot be under estimated. Cognizant of this fact, educational researchers regard teacher appraisal as an important vehicle for promoting educational quality and encouraging hard work among teachers, which is believed to have the

potential to facilitate teachers’ professional development and to stimulate instructional improvement.        (Zhang, 2017). Teacher appraisal in most secondary schools in East Africa has been mainly inspectorial, achieved through occasional inspection of schools and teachers by school inspectors. However, the head teachers (principals) and heads of academic departments are increasingly playing leading roles in the appraisal of teachers (Odhiambo  2015). Similar cases replicate in most developing countries. Appraisal of teachers is the only way an organization can be able to assess the performance of teachers and promote those who are supposed to be promoted.

This has the potential in enhancing hard work among teachers since those who will have to be evaluated as hardworking teachers will therefore view themselves as capable and their effort has been recognized by the school, while on the same note (Zhang 2017) further notes that teacher appraisal becomes a perfunctory ritual activity that is disjointed from the process of teaching improvement and teachers’ professional development. The government attempt to improve on the attitude of teachers so as to maximize on performance in the teaching service has existed for long before the current drive to reform service delivery in the public sector. Since the government pays public servants; teachers inclusive, the salary of workers has been mentioned by many researchers as one of their biggest motivational factors towards their performance. However, teachers in some African countries are one of the least paid groups of workers and in addition to that, (Baker et al. 2010) observes that the poorest standard of education is mostly in African countries.

Performance appraisal systems is part of the broader public sector reforms aimed at improving efficiency and effectiveness in the management of the public service. In this regard, appraisal and contract reports, therefore, will greatly help the education sector in making key management decisions such as assignment of teachers, deployment to administrative positions, promotion and training programs (Kiplang’at  2016).

According to Daily Nation, (2016) in Kenya, Teachers are evaluated on how they prepare schemes of work, lesson plans and whether they follow the syllabus. They are also assessed on the ability to make learning and teaching aids, observance and effective use of time in class, attendance of lessons, staff meetings, participation in co-curricular activities and how they use information technology to advance their skills. In a different context, teacher appraisal in schools in Shanghai, China is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal including lesson observation, student evaluation of teachers and checking teachers’ tasks are conducted throughout the whole year (Zhang & Ng 2015).

According to Harzing (2011), from a broad perspective, performance appraisals are designed to help organizations draw the best out of their employees, by enabling individual employees to perform at optimal levels. However, the execution of such systems is not always easy and the appraisals frequently do not achieve their goals, with the result that both the employees and their supervisors are often dissatisfied with the system. Indeed, as Hallinger (2014) argued, performance appraisals often have the opposite of their intended effect. In other words, if the system is not used properly, evaluations can lead to frustration, anger and reduced motivation levels, rather than motivating employees to perform better. Evaluation of individuals in terms of their job performance is a task requiring a quality of managerial judgement which places a considerable responsibility on the managers involved. It is a task that is delicate as well as complex. According to McCaffrey (2013), the most likely reason for the adoption of staff appraisal is to draw attention to present performance in the job in order to reward people fairly and to identify those with potential for promotion or transfer.

He further ascertained that appraisal programs are designed not only to provide more systematic control of behavior of subordinates, but also to control the behavior of superiors. In his comprehensive summary of performance appraisals in the United States of America (USA), Pulakos (2008) argued that the history of the USA and its fundamentally individualistic culture has had a significant impact on the workplace and performance management practices. Thus, individual performance, accountability and performance-linked rewards, form an integral part of the process. In the USA, appraisals are primarily used for administrative purposes such as awarding merit raises and informing promotion decisions with the use of performance appraisals for developmental purposes remaining rather limited. According to Ngeno (2013), in a study that focused on the state of teacher appraisal in Kenyan secondary schools, there is need for an improved (facilitating) model of teacher appraisal.

His findings indicate that teacher appraisal policies and practices in Kenya’s secondary schools exhibit weaknesses, which need to be urgently addressed if teacher appraisal has to be used to improve the quality of teaching and education in Kenya. The attitude towards performance appraisal in many organizations has been a critical factor. According to Kenyatt (2016), performance of teachers is influenced by their attitude towards their profession. This is further supported by Memon (2009)who further observes that performance appraisal today is one of the key indicators of any organization towards competitive advantage through continuous performance improvement. A regular review of employee’s performance provides information about his or her competence and aspirations. Employees’ commitment has been a key factor that influences work and performance in organizations.

According to Han (2016), commitment is what psychologically attaches the teacher to the teaching profession. Teachers with high level of commitment are hardworking, psychologically attached to schools and put more efforts to attain the goals of teaching. Individual’s attitudes of teachers towards their profession have an effect on their performance. This view is also acceptable for the teaching profession because the attitudes and perceptions of a profession affects the perception of professional competence and achievement. Teachers’ attitude towards their profession has a great importance in fulfilling the requirements of the profession (Hussain (2011). The quality of education that a student receives reflects the type of instruction that the student receives, According to Twigg (2010), attitude of teachers has an influence on the way they deliver the instruction; a satisfied teacher with good attitude has positive motivation and therefore he can make good delivery of information to the students.

Teachers are expected to have better knowledge and deliver better notes to the students and this depends on the teacher’s attitude towards his job. When the teacher has a positive attitude towards his job, they are able to guide students and spend time with the students in an effort to give them quality instruction. The teaching profession requires high level of professionalism which needs the teacher to have a positive attitude. In the rapidly changing circumstances, the teacher is expected to use the best practices and strategies to meet the changing demand of his career, which involves importing knowledge and developing essential skills in the students. A good teacher is expected not only to master the subject and various methods of teaching but also to show positive attitude to students so that the learners are eager to learn and are able to master the subjects being taught by the teacher (Tschannen-Moran, 2009). The personality of the teachers has a great influence on their attitude and this is a significant factor in teachers’ behavior and it has great impact on students’ achievements.

Teachers with positive attitude who possess professional and interpersonal skills are more effective in their classrooms in terms of students’ behavior and attitudes (Knoors, 2014). Teachers with good professional attitude are valuable in many ways and knowing these attitudes can also serve as an important factor to develop a positive attitude. Attitude of teachers largely depends upon their characteristics and disposition and both seem to be highly interlinked. The teaching profession requires certain dominant behaviors which show the teacher’s intellect desire to excel, extended professionalism and teaching as a life concern. This is a profession, which exalts service above the personal gains (Hussain, 2011). The sex of the teacher also has an effect on their perceptions and attitude as (Hussain, 2011).

reveals that the female secondary school teachers have a more positive attitude towards the profession as compared to the male secondary school teachers.

He goes further to state that this may be as a result of gender stereotypes. In the same line, Koh (2010), asserts that attitude of teachers has also been determined to be influenced by gender. He further affirms that female teachers have more positive attitude towards the teaching profession as compared to male teachers. According to Flores (2011), the workplace plays a crucial role in shaping teachers’ attitudes towards teaching especially the behaviour of principal and the nature of communication within the school. It can be said that teachers face several difficulties when they start teaching and in addition to that, teaching is perceived as a difficult job among people.  On the same note, Smith (1993) in Hussain (2011) assert that teachers start to feel deprived, alone and isolated in the society. This may cause a negative attitude towards the teaching profession and more to that, the attitude of teachers plays a crucial role in the quality of teaching. When the teacher is negative their performance is usually negative.

2.3.2 The influence of teacher performance appraisal on teacher student relationship in the selected schools.

According to Chetty (2014), over the past decade, research has confirmed that teachers have substantial impact on their students’ academic and life-long success since the teachers have much interaction with the students. Their attitude has a great impact on how they make their students feel. When the teacher has a positive attitude towards his work he is able to transfer this positive energy into his students which can later lead to better interest among students and thereby enhancing better performance for the organization.

This is all despite concerted efforts to identify the effect of characteristics such as experience, education, and certification that might be correlated with effectiveness (Jackson 2012). However, the nature of effective teaching still largely remains a black box. Given that the effect of teachers on achievement must occur at least in part through instruction, it is critical that researchers identify the types of classroom practices that matter most to student outcomes.

This is especially true as schools and districts work to meet the more rigorous goals for student achievement set by the Common Core State Standards (Porter, 2011). Recent investigations have also have uncovered some characteristics of effective classroom environments, including teachers’ organizational skills and interaction with students. The findings point out that when the teachers have positive attitude and have interest in their students’ achievement, they are able to work hard and achieve the desired good academic results (Grosmman,2013). Our limited progress toward understanding the impact of teaching practice on student outcomes stems from two main research challenges. The first barrier is developing appropriate tools to measure the quality of teachers’ instruction. Much of the work in this area tends to examine instruction either in laboratory settings or in classrooms over short periods of time (Star, 2009), neither of which is likely to capture the most important kinds of variation in teachers’ practices that occur over the course of a school year.

The relationship between teachers and students is directly related to the quality of teaching and the attitude of teachers. When the teachers have positive information on the work that they do they will be able to produce quality work (Hakim, 2015). Daniel (2009) supports the above view by asserting that among these human elements involved in the execution of educational goals and purposes of school system, teachers would be regarded as having the most significant role to play in the teaching-learning process and most of all enforcing the relationship with the students. School systems are unique social institutions created to give service for humankind to achieve desired educational goals and purposes through and with a variety of people including students, teachers, administrative personnel, and the community at large.  He further argues that the central purpose of a school system is the education of the learner. Thus, in the formation of the character of the learner, the teacher is in a pivotal position to play a powerful role than do other school personnel, fine buildings, expensive equipment and it’s the responsibility of the teacher to create a suitable learning environment for the students by fostering the relationship with the students and understanding what the teachers go through (Ibid).

Teachers prefer to have a positive relationship with the students so that they are approachable to the students and this enables the students to be able to ask questions to the teachers and also boosts students’ academic performance. The more teachers perceive appraisal of their performance to be sound, the more reasonably they will consider the evaluation system and the more effort they will devote to tasks upon which they are evaluated. Hence, for teachers to respect their job, to love their working environment and to have a good relationship with the students’ teachers need to be remunerated well so that they can meet the basic needs of life (Buskist,2013).

2.3.3 Teacher performance appraisal and teacher-parent relationship.

Parents had a lot of power and control regarding the type of education their children, during the introduction of formalized schooling, typically children would apprentice in the family business, and teachers were hired by the family to educate them (Sheridan,2017.). However, during the past century, by the middle of the 20^th Century, there was strict role separation between families and schools. Schools were responsible for academic topics, and parents were responsible for moral, cultural, and religious education, which created the bond between the parents and teachers because they both had a special responsibility to play in their children’s life (Ibid). Today’s educational experience is much different, the appraisal of the teachers has a significant influence on how they view their performance since this can have an effect on their self-esteem. More affluent parents are able to spend more time volunteering at school, while less affluent parents are often limited to helping their children at home due to work responsibilities. This leads to strengthening of the relationship between the parents and teachers (Howard, 2008).

Teachers of young children often have the highest percentage of involvement from the parents of their students. As children age, parental involvement decreases (Hoover-Dempsey,2015). Reasons for parental involvement decrease as students progress through school including students‟ increased independence, as well as parents‟ inability to help as much with more challenging curricula. Parent involvement still continues to be a predictor of student success throughout high school (Ibid). Green (2007) indicates that parent involvement is typically placed into two categories home-based and school-based. The relationship between teachers and parents is greatly influenced by the level of support a parent renders to the children since most of the support requires collaboration between teachers and parents (Ibid). Mohr‐Schroeder (2017) indicated that the schools should engage parents in the education of their children. Schools should communicate effectively with parents regarding student achievement and the quality of teachers and schools.

Therefore, school communication includes providing yearly assessment results for individuals, schools, and school districts in communication arts, math, and science. To strengthen the relationship between parents and teachers also requires schools to organize and implement programs to involve families in their children’s education. Parent participation programs are to be designed in an effort to increase the number of parents participating in their children’s education. Parent teacher relationship is always influenced by the leadership systems in the school. The school plays a lead role in this function. According to Baquedano-López (2013), some of the schools which foster good coordination between parents and teachers have achieved great success in terms of better students’ performance and later leading to good enrollment to the school. School teachers are important in establishing a family-friendly culture in which parents feel welcome in their children’s schools.

Parents who described their child’s school as empowering and welcoming were more involved than those in other schools and increased involvement of parents in their children’s academic life led to better performance among students (Kim, 2009). The teacher’s role in developing, supporting and maintaining a positive relationship with the students is critical (Hoover-Dempsey, 2015). Principals‟ effective leadership allows the entire community, including teachers, students, parents, and community leaders, to work together for the benefit of the school”. The more committed, visible, and active principals are in supporting parent-teacher relationships, the more likely schools are to develop strong programs of strengthening the relationship between parents and the community. Some schools have very extensive parent involvement programs. Parents may be involved in decision-making regarding a variety of items, such as dress codes or curricular choices.

However, principals of schools which do not already have well-established parent involvement programs may need to make accommodations to establish parent leadership in their school. “In systems where parents have not typically held leadership or participatory roles, principals may need to devise special methods for involvement, and create opportunities at a variety of levels for parental participation” (Ramberg, 2016). School leadership is a difficult challenge in today’s educational environment. Accountability has increased, society demands no child be left behind, and resources available to educators have been reduced to bare bones. Leading a school in such an environment is a daunting task. In that environment, school leaders may be searching for the “magic bullet” which will raise student achievement, increase test scores, and help their schools make Adequate Yearly Progress. According to Stubbs (2008), test preparation programs have become more prevalent, with many companies claiming to have the secret to raising test scores and closing achievement gaps between students.

It is possible, however, that a significant part of the answer to raising student achievement has been there all along increasing and improving parental involvement in schools, as well as improving the relationships between parents and teachers. Parents and schools share a responsibility to provide an appropriate education for children (McWayne, 2015). Establishing positive relationships between parents and teachers has been shown to be an effective school improvement strategy. Hayes, (2011) found the following: When teachers make parent involvement part of their regular teaching practice, parents increase their interactions with their children at home, feel more positive about their abilities to help their children in the elementary grades, and rate the teachers as better teachers overall; and students improve their attitudes and achievement. Conclusively, the relationship between the teacher and parents greatly determines learning outcomes. It is therefore upon the school leaders to foster this relationship and ensure that students learn well by getting the relevant guidance from their teachers and the entire school system.

CHAPTER THREE

3.1 Introduction

This chapter discusses the research design, the population under study, the sampling procedure, and data collection instruments, measures, procedure, quality control in which validity and reliability of the research instrument will be addressed, data management and analysis.

3.2 Research design

The study will adopt a descriptive research design because of the nature of the variables that is at hand and to allow simultaneous description of views, perceptions and opinions at any single point in time (White, 2000). Descriptive research will enable the researcher to obtain in-depth information on interests and opinions of the respondents concerning the study variables. This design will yield rich data that will lead to important recommendations in the education sector while the quantitative data will enable the researcher to establish and analyse the relationship between the variables.

3.4 Research Population and Sample

The population of the study will comprise of teachers, students, head teachers and parents.

3.5 Sample size and sample selection

Mugenda (2003) argues that it is impossible to study the whole targeted population and therefore the researcher will take a sample of the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 354 respondents will be selected from the total population of 4310 respondents. The samples will consist of 10 head teachers, 159 students, 26 teachers, and 159 parents.  The study will use both Purposive and random sampling techniques in selecting respondents.

Table 3.1: Sample size for the respondents selected for the study.

Guided by Krejcie and Morgan’s (1970).

Research Method:

3.6 Research Instruments

The researcher will use various instruments in the collection of data which will include; questionnaires and interviews.

3.6.1 Questionnaires

Questionnaires will be used to get the opinions of respondents on performance appraisal and teacher motivation. Questionnaires will be used to collect data from students, teachers and parents. Both structured and semi structured questions will be included in the questionnaires. The questionnaires will have four sections that is section A to F. Section A will be used to collect information on the background of the respondents while sections B to F will collect information to address the three objectives of the study.

3.6.2 Interview guide

Interview guide will be administered to the Head teachers. Semi-structured interview and interview guide consisting of open-ended questions will be used to obtain a variety of ideas needed for the study.  

3.7 Procedure

Upon obtaining permission and letter of introduction from the university, the letter will be presented to the respondents; the researcher will first sample the areas for the study. This will help in deciding where to begin from. The researcher will proceed to the selected programs to seek for permission to carry out the study. Subsequently after permission is granted, the researcher will make appointments with respective programs on when to receive and return the instrument. The instruments will be administered with the help of two research-assistants and participants as an ethical consideration, they will be requested to willingly and freely participate in the study and they will be assured of confidentiality.

3.8 Data quality control

3.8.1 Validity of Research Instruments

In establishing the validity of instruments, the researcher, in consultation with the supervisors, will cross check the questionnaire items for consistency, relevancy, and clarity to avoid ambiguity. This will be done before the questionnaire is administered to the respondents from the schools that will take part in the study. Besides, the researcher will ascertain the instrument validity by calculating the content validity index by dividing the total number of valid items over the total number of the items in the questionnaire.

3.8.2 Reliability of Research instruments

Reliability is the measure of the degree to which a research instrument yields consistent results or data after repeated results (Chronbach, 1953). Therefore, the reliability of the content in the questionnaire will be piloted and assessed using the test-retest method. The instruments will be piloted at Uganda Martyr’s university. The tools will then be reviewed by colleagues and supervisors before being applied in the study. To ensure reliability of results Cronbach’s alpha method of internal consistency will be used.

3.9 Data analysis

Quantitative data will be analysed using inferential statistics.  For relationships between variables, the researcher will use Pearson moment correlation co-efficient to test the relationship between the study variables while content analysis will be used for qualitative data. The qualitative data will be analysed using thematic analysis

3.10 Ethical consideration

The researcher will acquire a letter of consent from the university, seeking consent to carry out research in the areas of Wakiso. The interviews will be carried out by briefing participants before the interviews commence and briefing after wards about the purpose and objective of the study. During the informed consent process, the participants will be informed of the expected time of participation, the procedure to be followed and any benefits to the participants. The researcher will not at any point force any participant to participate in the study. Participation will be voluntary. Confidentiality of the information shared will be assured and participants will be kept anonymous through the use of pseudo names. All the data gathered will be used for research purposes only.

3.11 Limitations

Because of the short period of the time for the study and constrains of funds, the researcher will use cross-sectional study and data collected from the stated areas at the time will not be followed longitudinally therefore making it difficult to estimate changes over time.

3.12 Delimitations 

Because of the short time period, the researcher will inform the officials that are in the different areas of Wakiso in advance so that he is able to plan appropriately to avoid colliding with the programs of the school. The researcher will ensure that the budgets for time are appropriate to avoid disappointments. The researcher will make sure he carries enough money to cater for the needs of the research during the research writing process to avoid disappointments.

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