Performance Appraisal System and Teacher Effectiveness in Public Basic Schools in Ghana

Abstract

The secret to providing high-quality education in schools is the professionalism and diligence of teachers. Hence, teaching and learning can be improved through teacher appraisal. In light of Ghana’s Accountability for Learning Outcomes Project’s (GALOP) five-year plan that seeks to boost learning outcomes in underperforming basic education schools and increase transparency and accountability in the country’s education system, this empirical study sought to investigate the impact of the performance appraisal system on teacher effectiveness in public basic schools in Kwahu East district, in the Eastern Region of Ghana. This study used a quantitative, cross-sectional, descriptive, and correlational survey. Convenience sampling was used to sample 500 teachers and headteachers from the Basic school to participate in the study. SPSS version 26.0 and AMOS 23.0 were used for the statistical analyses. The findings of the study revealed that strengthening performance appraisal is a key element to improving teachers’ effectiveness which consequently improves students and school success, however, implementing performance management is the sure way to increase productivity and accountability in schools as it allows for a more all-encompassing assessment of an employee’s performance by incorporating coaching, goal planning, looking ahead to future growth, and 360-degree feedback.
 Keywords: Ghana Education Service, Performance, Self-evaluation, Teacher Effectiveness Appraisal System, Performance Review.