Appraisal feedback and teacher’s performance in government aided secondary schools in Katerera County Rubirizi District Uganda
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Date
2025-10
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Kampala International University
Abstract
This study sought to examine the relationship between appraisal feedback and teachers‟ performance in Government Aided Secondary Schools in Katerera Sub County, Uganda. The specific objectives were to: examine the efficacy of appraisal and feedback on teachers‟ work performance, assess teachers‟ perceptions of the appraisal and feedback process, and establish the integration of appraisal feedback into teaching practice. The study adopted a cross-sectional research design and combining quantitative and qualitative approaches. A sample of 326 comprised of 307 students 16 teachers and 3 headteachers participated in the study, selected from various government-aided secondary schools. Data was collected using structured questionnaires and semi-structured interview guides with head teachers. Quantitative data was analyzed using descriptive statistics and inferential statistics (Pearson correlation and regression analysis) with the aid SPSS software version 24, while qualitative data was analyzed thematically. The findings revealed a strong, significant positive relationship between appraisal feedback and teacher performance (r = .808, p<.05). Teachers reported high levels of motivation (Mean=4.24) and perceived the feedback as relevant (Mean=4.23). However, a critical paradox was identified: while the process was motivating, feedback was often perceived as non-specific, untimely, and failed to directly improve teaching practice (Mean=2.75). Regression analysis confirmed the efficacy of feedback (AF) was the strongest predictor of performance (β = .592). Qualitatively, head teachers acknowledged that feedback was often generic and lacked structured follow-up support for integration. The appraisal system in government-aided secondary schools is strong on motivation but weak on actionable guidance and implementation support. The study recommended that that for appraisal feedback to significantly enhance teacher performance, it must transition from a compliance-focused, generic exercise to a supportive, differentiated process characterized by specific, timely feedback and robust mechanisms for ongoing support and integration.
Description
A research dissertation submitted to directorate of higher degrees and research in partial fulfillment of the requirements for the award of Masters of Education in Educational Management and Administration of Kampala International University