Performance appraisal and tutor output in primary teachers’ colleges of eastern Uganda.

Abstract

This study “Performance Appraisal and Tutor Output in Primary Teachers’ Colleges of Eastern Uganda” was guided by three research objectives: To establish the parameters of tutors’ performance appraisal in PTCs of Eastern Uganda; to establish the performance of tutors at PTCs; and to determine the connections that exist between tutors’ performance appraisal and student teachers’ performance. A mixed paradigm for both quantitative and qualitative was adopted to obtain data from tutors, deputy principals, and principals of the PTCs in Eastern Uganda, using questionnaires, interview guides and document analysis checklists. The quantitative data were analyzed using SPSS while the qualitative data were analyzed by descriptions. The findings were that the performance appraisal of tutors is poorly done in the PTCs of Eastern Uganda without tangible evidence to support it and does not serve its objectives. It is doneannually by individuals, and liable to all forms of subjectivity in its management. Tutors are reluctant in taking it up because they see it as a waste of time. The study further revealed that performance appraisal has close connections with tutor output. The study concluded that the way performance appraisal of tutors is done in the PTCs of eastern Uganda, has limited its use as a tool for quality control. This study comes in to assert that PTCs should adopt modern performance management systems with high level of integrity, sincerity and should serve its intended objectives in order to have positive impacts on the tutors’ out-put.