THE IMPACT OF EMPLOYEE’S APPRAISAL ON JOB PERFORMANCE: A CASE STUDY OF GHANA EDUCATION SERVICE EMPLOYEES IN THE NORTH EAST GONJA DISTRICT

Abstract

The need to enhance the quality of educational outcomes heightened the need for effective performance appraisal system for teachers especially in basic schools. Despite the tremendous relevance of performance appraisal, rarely has there been any study on the effect of performance appraisal on job performance of employees in the educational sector. This study examined the impact of employee’s appraisal on job Performance: a case study of Ghana Education Services employees in the North East Gonja District of the Savannah Region. The objectives of the study were to identify the factors influencing performance of teachers in basic schools, to examine the effect of perception of performance appraisal system on the performance of teachers in basic schools, and to identify and rank the challenges that constrain performance appraisal systems for teachers in basic schools. In all, a total of 161 teachers in 59 basic schools was sampled. The gathered responses were analyzed using Factor Analysis, linear multiple regression and Kendall’s Coefficient of Concordance. The results of the study in terms of the factors influencing performance of teachers in basic schools, rater accuracy, motivation, informational factors and other control variables such as age, educational status and experience of teachers in basic schools were found to be significant. Also, with regards to the effect of perception of performance appraisal system on the performance of teachers in basic schools, the study found that the perception regarding rater accuracy, motivation, informational factors, age, experience, and gender to be significant. In terms of the challenges militating effective performance appraisal systems of teachers in basic schools, the study found that the challenges in order of importance include appraisers not discussing reports on assessments with teachers; inadequate logistics, the halo effect and circuit supervisor position being lobbied; they do not also undergo training. The study recommends organizations to encourage more communication between management staff and their subordinate discussing feedback on teachers’ assessment.