Epistemological dynamics and incorporation of appraisal practices in Kampala archdiocesan secondary schools.

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dc.contributor.author Muweesi, Charles
dc.date.accessioned 2022-06-18T12:23:50Z
dc.date.available 2022-06-18T12:23:50Z
dc.date.issued 2018-12
dc.identifier.citation Muweesi Charles (2018): Epistemological Dynamics and Incorporation of Appraisal Practices in Uganda, Scientific Journal of Education (Open Access Library) DOI: 10.4236/oalib.1105052 PP.1-13 https://dx.doi.org/10.4236/oalib.1105052 en_US
dc.identifier.issn 2333-9721
dc.identifier.issn 2333-9705
dc.identifier.uri https://doi.org/10.60682/79k2-cs35
dc.description Research article en_US
dc.description.abstract Using selected secondary schools in Kampala Archdiocese, the study was intended to establish the appraisal practices used to assess teachers’ performance in secondary schools in Kampala Archdiocese, Census and simple random sampling techniques were used to select the 196 respondents from a study sample population of 401 persons. Information was solicited through the use of face-to-face interviews with the head teachers and self-administered questionnaires which were distributed to teachers in the study area. Survey and questionnaire were used to collect data and after collecting data, descriptive statistics and percentages were computed with the help of SPSS computer package to analyze and facilitate discussion of findings. The study also found out that teachers are appraised; more than one performance appraisal method is used. It was concluded that among others, teachers’ negative attitude towards the performance appraisal process is one of the difficulties which beset its conduct. The study recommended that among others, management ought to ensure that there is effective communication and information dissemination to teachers immediately after the performance appraisal is conducted, the appraisers ought to adopt a more cooperative approach during the appraisal exercise, get the full participation of teachers and change their attitude towards the performance appraisal process, and sensitization should also be intensified on the relevance and purposes of performance appraisal on improving teachers’ performance. Subject Areas Education Keywords Appraisal Practices, Types of Appraisals, Ugandan Secondary Schools, Kampala Archdiocese en_US
dc.description.sponsorship Busitema University en_US
dc.language.iso en en_US
dc.publisher Scientific Journal of Education en_US
dc.subject Appraisal Practices en_US
dc.subject Types of Appraisals en_US
dc.subject Ugandan Secondary Schools en_US
dc.subject Kampala Archdiocese en_US
dc.title Epistemological dynamics and incorporation of appraisal practices in Kampala archdiocesan secondary schools. en_US
dc.type Article en_US


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