CHAPTER ONE

INTRODUCTION

1.1. Background of the Study

Performance Evaluations (PE) are an integral part of every organization. Properly

developed and implemented performance evaluation can help an organization achieve its
goals by developing productive employees (DADIM A.Decenzo and Stephen P. Robbins,
2005).

Performance evaluation is a crucial part of an organization’s performance management process.

From strategic and competitive advantage perspective, it is important to integrate employee
performance with organizational performance goal. PE is the activity used to determine the
extent to which employee performances work effectively (Ivancevich John M, 2004).

A Performance Appraisal (PA) is a systematic and periodic process that assess an individual
employee’s job performance and productivity in relation to certain pre- established criteria and
organizational objectives ( Https: //www. Google. Com. ET/ search? Of= objective + of + result+
based + performance + evaluation + system + Qie = Utf- & oe).

The potential purposes of performance evaluation are: It can determine which teachers need
more training, and it can help to evaluate the result of training program. In addition, it can help
subordinate-supervisor counseling relationship. And it encourages supervisors to observe
subordinates’ behavior to help employees. PE encourages initiatives, develop a sense of
responsibility, and stimulate efforts to perform better. Moreover, PE can serve as a base for an
ongoing discussion between supervisors and subordinates about job related matters. Furthermore,
through interaction and an effective feedback process, the parties get to know each other better
and P.E can serve as a legal defensible reason for promotion, transfer, reward and discharge
(Ivancevich John.M, 2004).

The ultimate purpose of performance appraisal is to maximize organizational output, but it is

also a means of (1) motivating managers and subordinate by clarifying expectations and
improving communications and mutual understanding of organizational problems; (2) providing
a base for salary increase, bonuses promotion and extrinsic and intrinsic reward (or punishment);

1
and (3) coaching and developing employees based on their strength, weakness and needs (Terry
and Georgery, 2006).

This study was concerned in Bensa woreda specifically on Ketena Cluster, primary schools.
This is mainly because, according to the researcher, education sectors in Ethiopia are very
sensitive areas that are blamed for challenges in teachers’ performance evaluation. In addition,
teachers’ performance evaluation system is seriously related with organizational performance
and individual’s performance reinforcement. So, it is highly sensitive area that can be exposed to
bad performance evaluation system that leads the teacher to conflict with management.
Therefore, the researcher of this study believes that schools are one of the most important areas
that need proper application of performance evaluation of teachers. This initiated the researcher
to conduct this study so as to assess the challenges of implementation of result based
performance evaluation in the cluster schools taking as case study area.

1.2. Statement of the Problem

Measures of performance are used by both line and human resource managers for a variety of
specific purposes. In general, however, staff management used them to influence stuff
performance through administrative decision and staff feedback. Personnel management usually
involved in these activities, but uses performance measures additionally to evaluate its own
policies and practices (Herbert G. Heinemann, Donald P. Schwab, John A. Fossum and Lee D.
DJer, 1998)

Another purpose of performance assessment is to teachers know where they stand relative to
performance objectives and organization expectations. Here managers use the result of
performance assessment to provide feedback to teachers by providing concrete evidence of
performance levels, feedback can strengthen employee instrumentality perceptions for certain
types of rewards. Organizations have used performance assessments primarily to make
administrative decisions about teachers.

Another important use of performance assessment is to evaluate policies and programs

implemented to influence work behavior. Performance Evaluation (PE) (management) must be
viewed as an essential component of successful management. PE is cultural, operational and

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human resource management change (https:// www.Google.Com.ET/search? & = the +
challenges + in + implementation + of + result base + performance+ evaluation + sys).

Performance management systems are employed to manage all of an organization’s resources in

order to achieve highest possible performance. How performance mange in an organization
determines to a large extent the success or failure of that organization. Therefore, improving
evaluation of performance appraisal based on result is to be the highest priority of contemporary
organization.

Performance based evaluation is the relevant management activity that improve organization
productivity as well as a basis for employment decision, as a criteria in research. Moreover,
result based performance evaluation is very important to establish personal objectives for
training program, and wage and salary administration. On the other hand, barriers in Result
Based Performance Evaluation distort the organization goal as a whole and employees individual
objectives. The challenges in implementation of Result Based Performance Evaluation (RBPE)
affects planned goal to be achieved in education sector. Defects in implementation of RBPE
incline cost (wastage). Inadequate management and favoritism lead to bad attitudes of employees
on one another.

Nowadays, it is very difficult to assume organization benefit in the absence of proper

management of RBPE in an organization. This is because; poor management of RBPE leads to
wastage of resources without any value.

Even though there are efforts at the local and national levels to implement and realize RBPE the
current state is not satisfactory.

Because of this, the researcher believed that it was an appropriate and priority issue to assess the
challenges of implementation of result based performance evaluation in the Ketena cluster,
primary schools. Therefore, the researcher of this study assessed the challenges and
opportunities of the implementation of teachers’ performance evaluation oriented management in
Ketena custer primary schools.

This study is concerned with answering the following basic questions.

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 1. What are the major problems in implementation of result based performance evaluation
in Ketena cluster primary school?
2. What are the measures taken by school to solve the major problems in the
implementation of teachers’ performance management oriented?
3. What way teachers participate in school during planning, implementing setting evaluation
criteria and evaluation time?
4. How the evaluation points are related to teachers’ day to day activities in Ketena cluster
primary school?

1.3. Objectives of the study

1.3.1. General Objectives of the study

The general objective of this study is to assess the practice and implementation of
teachers’ performance evaluation oriented management in Ketena cluster primary schools
so as to forward some workable recommendations.

1.3.2 Specific Objectives

1. To identify the implementation of result based performance evaluation.
2. To identify the major problems of RBPE in the school.
3. To identify the measure by school in the cluster in order to solve the problems faced in
relation to RBPE.
4. To examine the degree of the criteria and standards of performance evaluation are aware
to teachers and supervisors in schools.
5. To identify how the evaluation points are related to day to day activities (job) of teachers.

1.4 Significance of the Study

Research studies are mainly conducted either to solve practical problems or to add valid
knowledge to the existing ones. Therefore, this study is expected to provide the following
significances.

1. It will help to identify challenges and problems in implementation of result based

performance evaluation system in study area.

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 2. It enables to identify some of the measures taken by the education office of ketena cluste
primary schools in order to solve the basic challenges and problems of RBPE system.
3. To provide relevant information regarding opportunities for the possible success of
implementation of RBP E in the cluster schools.
4. The study may serve as a base for others who want to pursue further study on the same
topic in the area.
5. It may help to forward some specific and practical solutions or recommendations for the
future actions towards the issue for decision makers at all various levels.

1.5 Delimitation of the Study

This study is conducted in Ketena cluster,Bensa woreda ,sidama zone . The study is delimited to
teachers exist in the Ketena cluster schools. This study covered practice and the implementation
of teachers performance evaluation oriented management (2007-2008 E.C). Additionally, the
study is expected to focus on the major challenges observed in implementation process of result
based performance evaluation system. The conclusion is made only work for the Bensa woreda
Ketena cluster schools.

1.6. Limitation of the Study

Most of the research studies were faced certain limitations, which bring drawbacks on the
effectiveness of the study. Regarding to this study certain limitations are faced. These limitations
are:-

- Lack of sufficient materials related literatures

- Shortage of finance and
- Time limitation is also the other factor that influences how to gather sufficient
information with a short period of time.

1.7 Definition of Key Terms

 Appraisal-a judgment or opinion of something or somebody especially one that assesses

effectiveness or usefulness
 Evaluation- the act of considering or examining something in order to judge its value,
equality, importance, extent, or condition

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  Performance- the way in which some body does a job, judged by its effectiveness

1.8. Organization of the Study

This research paper is divided in to five chapters. The first chapter dealt with the major contents
of the study which included background of the study, statements of the problem, and objectives
of the study, research methodology, and significance of the study, delimitation of the study and
organization of the study. The second chapter dealt with review of related literature. The third
chapter is mainly focused on research design and methodology. The fourth chapter focuses on
the analysis, interpretation, and presentation of the data gathered. Chapter five is focused on
presentation, the summary of major findings, conclusions drawn, and possible recommendations
based on the findings of the study. At the end, there are attached lists of reference materials used
in the study, questionnaires, and interview questions.

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 CHAPTER TWO
REVIW OF RELATED LITERATURE
2.1 Introduction
A critical factor related to an organization’s long-term success is its ability to measure how well
employees perform and then use that information to ensure that performance meets present
standards and improves over time. This process is referred to as performance appraisal or
performance evaluation (Fisher, Cynthia D 1996:450).

The criteria for evaluating performance appraisal system described above provided the basis for
making important decisions when developing an appraisal system. One crucial choice is simply
what type of performance to assess. A result- based system measures the “bottom line”
associated with an employee’s work: did the job get done, was a profit made? (Fisher, Cynthia D
1996:450).

The continuous development and improvement of human potential requires a successful

performance management system. This is a system that ensures performance standards and
objectives are set, that performance is regularly assessed for accomplishment, and that actions
are taken to improve performance potential in the future ( Schermehorn, Joh 2001:254).
With respect to the evaluation, performance is documented for the record and to establish a basis
for allocating rewards. A performance management system sets standards, assesses results, and
plans actions to improve future performance (Schermehorn, Joh 2001:254).

2.2 Meaning of Results Based Performance Evaluation

Results based performance management is a form of continuous self-assessment applied within
the operations departments and essentially concerned with the extent of attainment of the results
envisaged. It also a system that supports the management function since it provides information
on the degree of achievement of the results as well as the status of the risks associated with these,
and thus, using a management information system (MIS) involving Balanced scorecards (BSc),
makes it possible to alter managers to possible slippage so that appropriate and timely steps may
be taken right in the implementation stage (https// WWW.Google.com.ET/Search? Of= objective
+ of+ Result + based+ performance + evaluation + system + & i.e. = UTE – of & Oe).

7
2.3 Conceptual Framework for Result Based Management
Results based management as it involves an integrated framework for monitoring /evaluating of
development effectiveness, and manage the attainment of the expected development results
through implementation of strategic objectives of the vision. The sectoral strategies are the
strategic approaches that the sector intends to rely on in attaining the strategic goals and targets
of the vision. The adoption of result based performance management by the ministry should form
part of a coherent approach to operations programming in relation to the vision and sect oral
policies and priorities. As a first phase, the sectoral policy objectives should be aligned with the
vision objectives and the country strategic objectives with those of the sectoral policies.
The results based management system is one that complements the evaluation function. With its
monitoring evaluation frame work, it makes it possible to bolster effective attainment of the
desired objectives and provide tools needed to measure results.(https// en.Wikipedia.Org/
wiki/performance Appraisal).

2.4 Purposes of Performance Measurement

Performance measurement must be considered a requisite and critical part of the management
process. Performance management is thought to contribute to the following (Holzer and
Schwester 2011:235).
Improved decision making: performance measures afford managers needed information to
execute their control function.
Performance assessment: - The measures connect individual and organizational performance to
the management of employees, serving as a means of motivation.
Accountability: The process engenders managerial responsibility.
Service delivery: The process fosters service performance improvement.
Public participation: performance reporting can influence the citizenry to care more about
public workers’ efforts to improve service delivery.
Improvement of civic discourse: This makes public discussions about public service delivery
more factual.
Robert Behn (2003) argue that performance measurement system serve seven fundamental
purposes that go beyond simply evaluating how well a public organization is performance. These
include:-

8
Control: performance measures serve as means of maintain managerial control, ensuring that
workers are doing what is required of them.
Budget: performance_ based budgeting (or results- based budgeting) links performance
measures with how money a public agency or department receives.
Motivate: By setting performance goals, public managers give their staff something to work
toward Performance goals to focus workers.
Promote: unlike the private sector, public organizations are dreadful when it comes to self-
promotion.
Learn and improve: collecting performance data is not an end in itself. Rather, it is too by
which public managers can learn about what is working and what is not, and make appropriate
changes to improve an organization.

2.5 Objectives of Result – Based Performance Management

A. Work – Related Objectives
To provide a control for work done;
To improve efficiency;
To help in assigning work plan; future work assignment; and
To carry out job evaluation (Goel S.L 2003:465).
B. Career Development Objective
- To identify strong and weak points and encourage finding remedies for weak points
through training;
- To determine career potential;
- To plan career goal (Goels. L 2003: 467).
C. Communication
- To provide adequate feedback an performance;
- To clearly establish goal;
- To Provides counseling and job satisfaction through open discussion of performance; and
- To let employees assess where they stand within the organization in terms of their
performance (Goels. L 2003: 467).
D. Administrative Objectives
- To serve as a basis for promotion or demotion;

9
- To serve as a basis for allocation incentives;
- To serve as a basis for determining transfer;
-To serve as a basis for termination in case of reduction in staff strength
(Goels. L 2003:467).

2.6 Benefits of Performance Management

Performance management must be viewed as an essential component of successful management.
Performance evaluation increases and enhances the professionalism exhibited by local
government managers and must become an accepted practice norm in the field. The information
collected from performance evaluation is most widely for compensation, performance
improvement, internal staffing, training need analysis, and research. Additionally, a general
consensus in the belief that performance management leads to positive implication of
organizations and it can benefit an organization’s and it can benefit an organization’s
effectiveness (Bernardine 2003:144).
 Facilitation of Communication: Fundamentally, feedback and management-employee
communication can serve as a guide in job performance.
 Enhancement of Employee Focus through Promotion Trust: properly constructed and
utilized performance management has the ability to lower distracting factors and
encourage trust within the organization.
 Goal Setting and Desired Performance Reinforcement: organizations fit it efficient to
match individual worker’s goals and performance with organizational goals. Performance
appraisals provide room for discussion in the collaboration of these individuals and
organizational goals. Collaboration can also be advantageous by resulting in employee
acceptance and satisfaction of appraisal results.
 Performance Improvement: well constructed PAs can be valuable tools for
communication with employees as pertaining to how their job performance stands with
organizational expectation. Brown (2008). Challenges to Implement Performance
Management.
http://www. Google.com.et/search=the challenges+ in+ implementation + of result + based
+performance +evaluation +sys.June 30, 2008.

10
2.7 Who Should Evaluate the Employee?
Performance evaluation is another human resource management activity that involves
cooperation between the line operating managers and the Human Resource Specialists. The
operating manager (immediate supervisor) is, however, the person responsible for conducting the
actual appraisal in a vast majority of cases. But there is another possibility that organization
should consider as well (John M ivancevich2004:262).

A. Rating by a Committee of Several Supervisors

The supervisors chosen are those most likely to come in to contact with the employee. This
approach has the advantages of off-setting bias on the part of one supervisor and adding
additional information to the evaluation, especially if it follows a group meeting format (John M.
Ivancevich 2004:262).

B. Rate by Employee’s Peers (Co-Workers)

In the peer evaluation system, the co-workers must know the level of performance the employee
being evaluated. For this system to work, it is preferable for the evaluating peers to trust one
another and not to be in competition for raises and promotion. This approach may be useful
when the tasks of work unit require frequent working contact among peers (John m. Ivancevich
2004:262).

C. Rating by the Employee’s Subordinates

 It is used in some universities (students evaluate the faculty’s teaching effectiveness). It is
used more for the developmental aspects of performance evaluation than are some of the
other methods. Managers are less likely to accept being rated by subordinates if the
information is going to be used for administrative purposes than if it is used for
development. This source of information is also more acceptable if the managers believe
that their subordinates are familiar with the job (John m. Ivancevich 2004:262).
D. Self- Evaluation
- The employee evaluates herself or himself with the techniques used by other evaluators
(Johnm.Ivancevich 2004:262).
E. Rating by a Combination of Approaches

11
One system of appraising performance that appears to be growing in popularity is the 360 degree
feedback system. As the name implies, this method uses multiple appraisers, including
supervisors, subordinates and peers of the target person (Johnm. Ivancevich 2004:263).

2.8 Establish Criteria

The dimensions of performance up on which an employee is evaluated are called the criteria of
evaluation. Examples include quality of work, quantity of work, and cost of work. One of the
major problems with many performance evaluations is that they require supervisors to make
person evaluations rather than performance evaluations. That is, the evaluation criterion in some
systems is the personality of the incumbents rather than their levels of performance.
An effective criterion should possess the following characteristics (john m. Ivancevich
2004:261).
 Reliability- A measure of performance must be consistent. The most important type of
consistency for a performance measure is inter rater reliability. If different raters view the
same work, they should arrive at similar conclusions about the quality of that workers out
puts.
 Relevance- A measure of performance must be related to the actual output of an
incumbent as logically as possible.
 Sensitivity- Any criterion must be able to reflect the difference between high and low
performers. That is, high and low performers must receive criterion scores that accurately
represent the difference in their performance.
 Practicality- The criterion must be measurable and data collection cannot be inefficient
or too disruptive.

2.9 Techniques of Performance Evaluation

A. Graphic Rating Scales: Is the most widely used evaluation technique. The rater evaluates an
employee on each of several performance dimensions using a continuum made up of clearly
defined scale points. In this method, the rater describes an employee as falling at some point on a
performance continuum, such as unsatisfactory, average, or outstanding. The scale points can be
assigned scores ( e.g. ranging from “5”points for outstanding to “O” point for unsatisfactory),
and a total score for an employee can be computed by summing the rating across all dimensions
rated ( Fisher, Cynthia D 1996:476).

12
B. Mixed Standard Scales: represent an effort to make graphic rating scales more effective. In
this method, three statements are written to define low, medium and high levels of performance
along each dimension.
C. Forced Choice System: a procedure developed specifically to reduce leniency error. In the
forced choice procedure, items are assembled in pairs, and in each pair, the rater must choose the
item that is more characteristic of the employee. The pair are designed so that both items appear
equally good or bad to the rater, but only one is actually related to actual job performance
(Fisher, Cynthi D. 1996:479).
D. Weighted Checklists: in checklist, a rater is given a list of job related characteristics or
behaviors and is asked to check the items that are typical of a particular employee. When such a
weighted check list is developed, job experts indicate how good or poor each behavior is (Fisher,
Cynthia D. 1996:479).
E. Critical Incident Technique: when performance appraisal is to be based on critical incidents,
the evaluator keeps a log for each employee, recording behaviors and performance incidents that
are particularly effective or ineffective. Incidents are recorded for each employee as soon as
possible after they occur. At the end of the evaluation period, this log is used to evaluate the
performance of the employee (Fisher, Cynthia D. 1996:481).

2.10 Challenges of Implementation of Result Based Performance Evaluation.

The following key challenges were identified as barriers to public management implementation
of performance management systems. Michael, Brown (2008) challenges to implement
performance management,
http://www.Google.comet/search? Of the + challenges + in + implementation+ of + result +
based+ performance + evaluation + sys, June 30, 2008
A. Existing Financial System Limitation- In many organizations, the chart of accounts which
is used to structure the budget development and financial reporting is not aligned to support
operational analysis.
B. Organizational Fears:- departments and agencies may be apprehensive about
implementing performance management system due to fears on how the result will be
interpreted, what it may indicate about the department’s performance, and/or a lack of
clarity of how it will be affect the department and its employees.

13
C. Elected Official Fear: - Similar to organizations fear, elected officials may have similar
ears, about how the performance data will be used, analyzed or interpreted by the public.
Additionally, officials may be reluctant to support investments in performance management
system. Moreover, elected official may be fear that performance data may limit political
flexibility and fear that data will limit the ability to “data” with other political realities.
D. Performance Management is Too Hard:- Performance management can be over
whelming endeavor for some organizations and can be viewed complex, time consuming
and simply requiring a tremendous effort given resources constraints. Organizations culture
may work against the drive to support implementation.
E. Strategic Planning Process Overload: - experience in strategic planning have been viewed
and have at times focused on process, planning not performance and result.
F. Disagreements and Defensiveness:-Supervisors and subordinates often disagree about how
well the subordinate has performed. Even supervisor and subordinate agree on the level of
performance, they disagree about its causes. Supervisors tend fell that subordinates are
personally responsible for their performance, especially poor performance. On the other
hand, subordinates often blame poor performance on situational factors such as lack of
resources, or insufficient cooperation from others.

2.11 Strategies to Overcome Challenges

The following strategies were identified as means to overcome obstacles.
 Relying an objective Assessments
 Coordinating project planning centrally
 Honesty and Transparency
 Incremental improvement
 Dedicating staff and resources. Brown (2008).Challenges to implement
performance http://wwgoogle.com.et/search?
q=th+challenges+in+implementation+of+result+based+performans+evaluation+sys. June
30, 2008

2.12 Important Factors to the Successful Implementation and Sustainability of

Performance Management System
1. Skilled Staff:- Staff that dedicated knowledge and skilled in performance management .

14
2. Enthusiasm and Commitment: – leadership that actively supports and sustains performance
management throughout the organization.
3. Linkage to Budget Process: – The budget process is a core government management process
and integration between performance results and budgeting is critical to demonstrating its value
and usefulness to the organization.
4. Public Reporting: - Transparency and public access to performance management results and
data will provided external pressure to ensure its sustainability and will also have the potential to
create a positive force to reward and support improved results. The simple act of making
performance result data available will enhance the credibility of the organization. Brown (2008),
Challenges to implement performance management.
http://www.Google, com.Et/search? Of = the +challenges in +implementation +of +result +based
+performance+ evaluation + sys. June 30, 2008.

2.13 Opportunities
The new political and socio- economic context necessitate a fundamental social transformation
that needed to go beyond restructuring and cost-cutting measures that this initial reforms
entailed, a social transformation that takes the country to aspirations stated in the new
constitution of 1994. Ethiopian new government recognized the importance of improving the
performance of service delivery and the creation of accountable and responsible civil service
institutions that would support the development efforts in the country. To achieve these
objectives, the governments framed the following reform programs and projects (Mesfine
2010:379).
A. Top Management System:
- Includes objectives setting strategic planning performance measurement and appraisal,
structure and systems for reporting and top management decision making, program and
project management were examined
(Mesfin, 2013:97).
B. The Performance Appraisal Management Projects
- To develop result based monitoring and evaluation system, and performance standards
(Mesfine 2010, 397).
C. The Performance Appraisal and Time Management Project:- To establish a system
of performance appraisal system that is capable of meeting the objectives of measuring
15
 individual (Team) result- based on predetermined goals, creating a work environment in
which employees and their supervisors collectively set work objectives, quality, and
quantity and time of performance etc (Mesfine2010, 397).
D. Result Based Performance Management Directives:- this project is subprogram of
CSRP is the performance appraisal and time management project and its out puts were
directives on performance appraisal system and training manuals to introduce the system
(Mesfine 2010, 398).
E. Business Process Reengineering ( BPR)
BPR is defined as the fundamental rethinking and radical redesign of business processes
to achieve dramatic improvements in critical contemporary measures of performance
such as cost, quality, service and speed it is now taken as a prerequisite before embarking
on the implementation of Result Based management directives (Mesfine 2010:402).
F. Budgeting Capacity at All Level.
This was an opportunity for normally training hungry civil service to familiarize with
new management concept and tool.
G. The Evaluation and Grading Project

This project has the objective of developing a new system of transparent, simple and
sustainable job evaluation and grading system to improve the effectiveness of civil
service institution.
H. Human Resource Management Information System Project
The objectives of this project were to create conducive conditions to organize, to
establish computerized data center in national civil service level and other government
levels ( Mesfine 2010: 402).
I. The Balanced Score Card (BSC).
Adopted in the private sector first it allow for significant improvements in organizational
performance. It aligns performance measures in four categories: financial management,
customer focus, internal business process and learning and growth (Holzer and schwester
2011: 245)

16
2.14 Implementation of Result Based Performance Evaluation
Result based performance evaluation offers feasible ways to evaluate and improve
process efficiency and their benefits. It focuses on developing product or service. The
implementations assess the extent to which a program is operating as it was intended. It
evaluates the process of discrete program activities as management, conformance to legal
requirement strategic planning, operations and cost and the details of the implementation
process (Henry, Nicholas: 193).

17
 CHAPTER THREE

3. Research Design and Methodology

Basically, the choice of an appropriate research approach depends on the nature of the problem at
hand and the type of data needed. The research design followed for this specific study included
the sources of data, sampling techniques, data collection instrument, and methods of data
analysis and presentation as given as follows.

3.1. Research Approach and Type

The researcher used both quantitative and qualitative approach of research depending on the
nature of the data collected from different sources. The research type used for this study was
descriptive.

3.2 .Sources of Data

Both primary and secondary sources of data are used to gather relevant information on the issue
under the study. Primary data is gathered through questionnaire and structured interviews from
the principals and supervisors of the Ketena cluster schools. The reason why the researcher used
questionnaire was that the respondents can have adequate time to think over questions and use
direct interviews for the purpose of getting depth of information (data) relevant to the study. The
questionnaire designed was both open ended and close ended type because open ended
questionnaire helped respondents to express their idea in ultimate way. On the other hand, close
ended questionnaire was easy to answer for the respondents. Secondary sources of data for this
study is obtained from annual employee performance evaluation reports, internet sources,
different types of documents, and published and unpublished materials related to the topic under
the study.

3.3 .Population, Sampling size and sampling techniques

There are three primary schools in Katana cluster ,namely Katena,Alache and Miriga.The Cluster
has 1supervisor,9 principals and 60 teachers totally 70 population. Since the total population
was small, the researcher included 30teachers, 3principals and I supervisor totally 34 samples.
To select the samples the student researcher used random sampling technique.

18
3. Instrument of Data Collection

In order to obtain information relevant to the subject under the study, different instruments like
questionnaires and structured interview, are used. The questionnaire was both closed and open
ended. These data gathering tools are prepared taking in to account the objectives of the study,
research questions and review of related literature. The questionnaire is translated in to Amharic
language to make it clearly understandable by all the respondents and to avoid language barrier
while gathering appropriate data.

3.5. Method of Data Analysis and Presentation

The data collected from primary sources using different tools and techniques are edited, coded,
condensed, organized and analyzed based on their similarities. The primary data collected
through interviews and questionnaires are examined to detect errors and omissions. The purpose
of editing of the data gathered is to ensure that the information gathered are as accurate as
possible, consistent with other facts and complete as much as possible. After the relevant data is
collected, descriptive statistical method of data analysis is used to analyze the data. The reason
behind using descriptive method was to clarify and describe both qualitative and quantitative
data. The processed and analyzed data was presented in the form of percentage and tables which
were based on their appropriateness of the processed data. From the analyzed, possessed and
interpreted data the researcher has drawn conclusion by summarizing the main points about the
study and also forward some workable recommendations.

19
 CHAPTER FOUR

4. PRESENTATION AND ANALISIS OF THE DATA

Afterschool has been identified; first contact was made with principal of Ketena cluster schools.
Then, after getting the necessary permission, the list of the number of coordinators, performers
and supervisors in cluster were obtained- Following principals Teachers and supervisors were
expected to fill out the questionnaires in school.

The questionnaires were distributed to teachers, supervisors, and principals of the total
population (34 respondents) by researcher himself. The questionnaires filled out by the
respondents were collected by the researcher.

With regard to interview, the researcher administered semi- structured interviews for school
principals and supervisors of the cluster. The interviewees were interviewed and the responses
written by the researcher.

This chapter deals with the presentation and analysis of data. It has two sections. The first section
treats the general characteristics of respondents in terms of sex, age, educational back ground,
work position and work experience. The second section discusses the main part of the study i.e.
the analysis and interpretation of data that were collected through the instruments. The
information collected through these data gathering techniques in presented as follows.

4.1 General Characteristics of the Respondents

The respondents: principals, Teachers and supervisors were approached from Ketena cluster
schools to fill the questionnaire prepared for this purpose. A total of 8 Questionnaire copies
were distributed to principals, teachers and supervisors. Only 30(20%) were filled out and
returned, of which 3(50%) were principals and 1(100%) were supervisor.

In addition to the questionnaires, to raise the quality of data semi-structured interviews were
conducted with school principals. Based on the data collected the general characteristics the
respondents of the study were analyzed as follows.

20
Table 1: Sex and Age of the Respondent

Source: survey Questionnaire (2008)

Frequency of response percentage

Teachers Principals Superviso Tota average
r l
No Item Alternatives N % N % N % N %
1. Sex A. Male 19 55.9 2 5.9 1 2.9 22 64.7
B. Female 11 32.3 1 2.9 - - 12 35.3
Total 30 88.2 3 8.8 - 2.9 100 100
2. Age A. Below 20 - - - - - - -
B. years
21-30years 12 35.3 2 5.9 - - 41.2
C. 31-40 years 16 47.1 1 2.9 1 2.9 18 52.9
D. 41-50 years 2 5.9 - - - - 2 5.9
E.51years and - - - - - -
above
Total 30 88.3 3 8.8 -- 1 2.9 34 100

Based on the responses obtained from the respondents, as shown in Table 1 above, their
characteristics were examined in terms of Age and sex. Accordingly, about22 (64.70%) of the
respondents were male and 12(35.3 %) of respondents were female. This indicated that the

representation of female in this school was very low when compared with males. concerning age
ranges of the respondents, as in Table 1, item 2 above, about16(47.10%) of the total respondents
were in the age group of 31-40 years (35.3%). About 5.9%of the respondents were in the age
group of 41-50 years and the remaining 5.9% 6.7 % of them were 51 years and above. This
shows that under. Normal situation they can express their ideas related to the study, consistently
and with good understanding. So their opinions are taken as acceptable to this study.

In Table 2, item 3 above, reveals that the majority (50 %) of the total respondents, 41.2 % of
teachers and38.2 %teachers were BA Degree holders. About41.1 of teachers was diploma
holders. The remaining 8.8% respondents were certificate holders respectively. Thus, it is
possible to say that the majority of the respondents have awareness and knowledge about the
implementation of Result based performance evaluation of Ketena cluster schools

21
 Table2: Educational Qualification and Work Experience of the Respondents.

Frequency of Response. Percentage

Teachers Principal Superviso Total
No Item Alternatives r
N % N % N % N %

Educational A. BA/Bsc and above 13 38.2 3 8.8 1 2.9 17 50

1 qualification
A. College Diploma 14 41.1 - - - - 14 41.2
B. Certificate 3 8.8 - - - - 3 8.8
C. 12th(10th)Grade - - - - - - -
Complete
Total 30 88.1 3 8.8 1 2,9 34 100

2 Work A. 1-5 years 13 38.2 - - - - 13 38.2

experience B. 6-10 years 13 38.2 2 5.9 - - 15 50
C. 11-16years 4 11.8 1 2.9 1 2.9 6 17.6
D. 17-20 years - - - - -
-
E. 21 and above - - - -
years
Total 30 88.1 3 8.8 1 2.9 34 100

Source: Survey Questionnaire (2008)

According to table 2, item 2 above, about38 % of the total respondents work experience is 1-5
years between 6-10 years and 11-16 years of respondents work experience was 38.2 % and11.8
% respectively. This information suggested that most of the respondents in the school had
experience. As a result, they can provide relevant information regarding the implementation of
result based performance evaluation in a school.

4.2 The Main Part of the Study

4.2.1 Analysis of Variables Related to the problems of the Implementation of Result- Based
Performance Evaluation.

22
Under this part of research work, the general information regarding implementation, problems,
standard and issues related with result based performance evaluation will be presented and
analyzed.

For the purpose of manageability, teachers who were working in school are categorized as
teachers and those were linking with schools as supervisors. This helps the researcher to easily
manage the views from different respondents concerning the practices, problems of result- based
performance evaluation system.

As it clearly indicated in Table 3 item 1, the majority (70.6 %) 58.8of teachers, and2.9% of
supervisors confirmed that result based performance evaluation is functional in Ketena

Cluster schools. About 29.4 %of teachers replied that result based performance evaluation is not
functional. Therefore, it is possible to deduce that the result based performance evaluation was
functional in Ketena cluster school. .

Table 3: Implementation of Teachers Performance Evaluation Oriented Management

Frequency of Response Percentage

teacher Superv principal
No Ite Alternative isors
m N % N % N %

1 Do you A. Yes 9 60 2 13. 11 73.3

think that 3
the result B. No 2 13.3 1 6.7 3 20
based
Performa C. If any other - - 1 6.7 1 6.7
nce please specify
Evaluation
was
functional
in your
school?
Total 11 73.7 4 26. 15 100
7

Source: Survey Questionnaire (2008).

23
4.2.1.2 Analysis on Time of Evaluation and Evaluators of RBPE

Table 4: Time of Evaluation of RBPE

(2) How many times did your stuff evaluate your performance within a year?

The above open ended question asked the respondents’ majority of respondents replied that
school and teachers performance evaluated twice in a year therefore it is possible to deduce that
there was no strong performance evaluation system in Ketena cluster.

In Table 4 Item 3 indicated below that management body of the school took part in evaluating
teachers’ performance. Accordingly, the majority55.9 %of teachers, of the total respondents
confirmed that principals evaluate the teachers’ performance. About 8.8 % of teachers replied
that teachers’ performance evaluation is done by teachers peer evaluation. About 2.9 %, of
supervisors confirmed that performance is evaluated by supervisors and coordinators.

24
 Frequency of Response. Percentage
Teachers Supervisors principal Total
No
Item Alternatives N % N % N % N %

3 Who A. Teachers each other 1 6.7 - - 1 6.7

evaluate (s)
your B. Management 9 60 - - 9 60
performance
your C. Principal 1 6.7 1 6.7 2 13.3
in
school? D. Supervisor and Principal - - 1 6.7 1 6.7
E. Supervisors - - - - - -
F. If any other please - - 1 6.7 1 6.7
specify ( ex. Coordinator,
Team, self evaluation)

G. I do not know - - 1 6.7 1 6.7

Total 11 73.4 4 26.6 15 100
Table 4: Evaluators of Result Based Performance Evaluation

Source: Survey Questionnaire (2008)

4.2.1.3 Analysis on Evaluation Standards of RBPE

Table 6: Standards of Results Based Performance Evaluation

Frequency of Response. Percentage

Office Supervisors Total
N Item holders
o Alternati N % N % N %
9 Are there veves
pre- A. Yes 11 73.3 3 20 14 93.
determined criteria in B. No - - 1 6.7 1 6.73
your office regarding
the result based C. I don’t - - - - - -
performance know
evaluation?

Total 11 73.4 4 26.6 15 100

Sources: Survey Questionnaire (2008)

25
As it is clearly indicated above in Table 6 item 9, the majority (93.3 %), 73.3 % of the office
holders and 20 % of the supervisors, of the total respondents confirmed that there are pre-
determined standards regarding result based performance evaluation in the office. About 6.7 %of
supervisors replied that their office has no pre-determined standards about result based
performance evaluation. Therefore, there are pre-determined standards of RBPE in Ketena
cluster schools.

Table 7: Awareness of Criteria and Standards

Frequency of Response. Percentage

Office Superviso Total
Alternatives
holders rs
N Item
N % N % N %
o
10 Do your staff A. Yes, all performers 11 73.3 2 13.3 13 86.6
. members are and leaders are well
well aware aware
B. Only management - - 1 6.7 1 6.7
about the and leaders are well
standards and aware
criteria of result C. performers are not - - - - - -
based well aware
performance D. Only heads and - - - - - -
evaluation? management are aware
E. Standards are secret - - - - - -

F. all are true - - - - - -

G. If any other please - - 1 6.7 1 6.7
specify __________
Total 11 73.4 4 26.6 15 100
Source: Survey Questionnaire (2008)

Once performance standards are established, it is necessary to communicate these expectation

performance appraisal involves at least the appraiser and appraised. As shown in above Table 7,
in item 10, regarding standards of result based performance evaluation, 86.6 %of the respondents
respond that all performers, leaders and supervisors were well informed and 6.7 % of
respondents replied that only leaders and office management were aware about standards of
result base performance evaluation. The remaining 6.7 % have no knowledge about the issue.
Therefore, it is possible to conclude that most performers, leaders and supervisors of education
office are aware about the standards of RBPE. Furthermore, the information obtained from

26
interviews indicated that standards of result based performance evaluation are informed for
employees every time. Therefore, most of the teachers in Ketena cluster schools aware about
standards of result based performance evaluation. Respondents were asked if they mention the
basic standards of the implementation of RBPE in Ketena cluster schools. Among those
individuals most of them did not list standards. Some of them replied that the wise uses of time
provision of quality service, increase production with low cost and the quality of services are the
standards.

4.2.1.4 Analysis on Issues Related with Importance of teachers’ performance evaluation

oriented management

In addition, the information gathered through interview indicated that the importance of RBPE
are, it is use to realize office goal, to evaluate organization performance, etc. Therefore,
promoting employees toward the goal, distinguishing promoted and not promoted employees,
assessing training need, providing feedback and other are the importance of RBPE

4.2.1.5 Analysis on Opportunities for Implementation of teachers’ performance evaluation

oriented management in Ketena cluster schools
As shown in the below in table 9 item 12, the majority (93.3 %) of the respondents replied that
properly implement performance evaluation standards, the presence of standards, the existence
of day to day evaluation process, the presence of well designed training programs on RBPE are
the opportune in Ketena cluster primary schools. About 6.7 % of supervisors replied that the
presences of properly implemented evaluation standards are the opportunities to implement
performance evaluation. The information obtained through interviews with head and supervisors
reveals those pre-determined goals, division of work, Team evaluation system and working,
transparency, signing agreement between department heads and employees and between
department heads and office head are the opportunities of implementation of RBPE.
Additionally, different manuals in the office, getting support from Bensa woreda education
office, developing the habit of plane preparation and reporting system are the opportunities of the
implementation of RBPE. Therefore, there are opportunities to implement RBPE in Ketena
cluster schools.

27
 Frequency of Response&
No Percentage
Item Alternative Office Total
holders Supervis
ors
N % N %
12. If your answer for A. Properly used - - 1 6.7 1 6.7
items in table 3 is ‘yes’, Performance evaluation
what are the standards
opportunities that B. Because employees, - - - - - -
contribute to the success supervisors, and
of the implementation of managements are well
R.B.P.E? informed about R.B.P.E

C. Because the performance - - - - - -

evaluation process is the
continuous and day to day
activities in our office
D. employees and other - - - - -
staff members are evaluated
based on pre-determined
standards.
E. There is well designed - - - - -
training program and
cooperation in the office

F. All are true 11 73. 3 20 1 93.3

3 4
G. If any other please - - - - - -
specify
Total 11 73 3 20

Table 9: Opportunities for Implementation of RBPE

Source: Survey Questionnaire (2008)

28
4.2.1.6 Analysis on Problems Related to RBPE

Table 10: Problems in Implementation of RBPE

Frequency of Response&
No Percentage
Item Alternatives Office Supervi Total
holders sors
N % N % N %
13 If your answer for A. The absence of clear - - - - - -
item “5” in Table 3 is criteria
- B. Office heads and - - 1 6.7 1 6.7
“No”, what are the
supervisors are unwilling to
major problems that
inform standards to
adversely affect the
employees
implementation of
C. Time shortage of leaders - - - - - -
RBPE?
to aware and controlled
employee performance
D. The lack of coordination - - - -- -
b/n leaders and performers
E. Unfair treatment of 1 6.7 - - 1 6.7
employees
F. Performers do not know - - - - - -
about standards
G. Performance evaluation is - - 1 6.7 1 6.7
based on Kinsfolk
H. All are true 7 46.7 1 6.7 8 53.
3
I. If any other please - - - - - -
specify
J.
Total 8 53.3 3 20 11 73.
Source: Survey Questionnaire (2008) 3

29
The major problems related to result based performance evaluation in this cluster schools were
subjectivity and unfair treatment. As shown in table 10 item 13 above, regarding the problem of
implementation of RBPE, 53.3 % of the respondents replied that lack of interest of heads to
inform standards, lack of coordination between management and performers and supervisors,
unfair treatment due to kinsfolk, the shortage of organized report system, complexity of the
process, and the absence of well trained evaluators are the major problems. About 6.7 % of
supervisor’s replied that the lack of interest of heads and supervisors to elaborate the basic
standards to employees is the major problem in this office. About 6.7 %of respondents replied
that performance evaluation most of the time it affected by unfair treatment due to kinfolk and
friend relationship, the evaluator not measure the result obtained.

About 20 % of principals and 6.7 % of supervisors had no information about the problems of
RBPE. The information obtained through interviews indicated that unfair treatment is the serious
problem result based performance evaluation. Furthermore, lack of skilled evaluators,
employees’ desire to get high mark without sufficient product, absence of continuous controlling
and reporting system, the problem of commitment on employees and management side, rigidity
to accept change, lack of support from supervisors and management and un satisfied in salary
and other benefits are the major challenges in RBPE. Therefore, it is possible to deduce that the
RBPE of Ketena cluster schools is challenged by the information in the above analysis.

Most of the respondents replied that the scarcity of budget is serious problem. The Respondents
were also asked to explain the rationales for unfair treatment of employees in the office. Most of
the respondents do not want to reply the reason, some of the respondents replied that evaluators
most of the time compare the individual employees each other not evaluate the actual
performance of the employees. The other reasons conformed is that evaluators give high mark to
their kinfolks and their friends.

- The respondents were asked to compare their performance and office performance
achievement in both 2007 and 2008 of E.C. Most of them conformed that the performance of
organization is the sum total of individual performance. The failure in performance of
workers directly leads to the failure of organizational achievement. Additionally, in both
2007 and 2008 the standards of RBPE are almost similar but the gaps in 2007 Ec. were
planned in 2008 in addition.

30
- Respondents also asked to explain their feeling during and after RBPE took place. Among
the respondents most of them confirmed that the RBPE create team sprite among employees,
create productive and health completion, motivate employees to perform better, provide good
situation to future performance and increase the feeling of doing in a ways of job specified.
The other replied that RBPE was de-motivated and create negative competition among
employees those who got low grade and unfairly treated. Some of the respondents had no any
information about feelings of teachers during and after Evaluation in the school.

4.2.1.7 Analysis on Evaluation of Techniques of the cluster schools

A performance evaluation is an opportunity to discuss things that teachers need to do to further

in his/her career. There are many ways to conduct performance evaluation and the techniques
should be the one that is comfortable for evaluators.
Source: Survey Questionnaire (2008)

The sample respondents were asked to indicate the techniques that their school using to evaluate
their performance. From the respondents, 53.3 % of respondents of the school replied that the
school using graphic scale of evaluation techniques. 20 %of respondents replied that the schools
using check list method. The other 13.7s % of respondents’ evaluation techniques that the
schools used was ranking method. The remaining 13.3 % of the respondents did not have any
information about evaluation techniques. This implies that the office used graphic scale, check
list, and ranking methods. Ketena cluster use the graphical rating scale by which evaluator was
assesses quantity and quality of work, job knowledge and cooperation.

Most of the respondents provided answer about what should be the solution for stated problems.
Accordingly 80 % of respondents suggested that introduction of training program for staff
members, creating awareness on Result based performance evaluation and clarifying
organizational goals for all employees are the major action taken by the school.

6.7 % of respondents replied that awareness creation about RBPE is the major solution that taken
by the office. As open ended question and information from interviews reveals that training
supervisors, announcing the standards of RBPE for employees clearly, preparing checklist that
used for controlling and evaluating are the major solution in the office. They also suggest that in

31
order to avoid the problems of subjectivity the office should give training to principals and
supervisors.

The respondents were asked to recommend on the situation which important to improve the
implementation of RBPE in the future. Most of the respondents reported that commitment of
both heads and employees, provide incentives for high achievers and supporting the low
achievers , strengthen various teams in the office, continuous discussion and reporting system,
communicating performance standards to employees , measuring actual work performance are
important issues to improve implementation of RBPE.

Furthermore, to be realizing the implementation of RBPE the office should allocate the necessary
budget and resources for all departments in equitable manner.

32
 CHAPTER FIVE

MAJOR FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Major Findings

Generally, the major findings of this study were:-

- The majority (73.3 %) of the total respondents reported that result based performance
evaluation system was functional in the Ketena cluster schools in last two years.
- The majority (73.3 %) of the total respondents responded that the schools teachers’
performance was evaluated semi- annually, but not continuously.
- From the sample respondents, 60 % of office holders reported that principal’s evaluates
teachers’ performance. Supervisors did not have common understanding on performance
evaluators.
- Out of the total respondents the majority (53.3 %) of them reported that unfair treatment of
teachers, little knowledge about evaluation criteria, and the lack of coordination between
principals, teachers and supervisors were the common problems in the schools. Additionally,
lack of skilled evaluators, improper allocation of budget and relevant resource to each school
were problems in Result based performance evaluation in Ketena cluster schools. Result
based performance evaluation system create team sprite among employees, motivate
employees to perform better, produce innovative thinking and establish conducive situation
for office performance improvement. On the other hand, it not carefully done and done based
on personal judgment rather than result obtained, it lead to dissatisfaction and demotivated
the teachers.
- Most of the respondents could not list the criteria that they evaluated.
- The teachers’ well performance in the cluster is the reflection of the realization of the entire
goals of the Ketena cluster.
- The majority (93.3 %) of the respondents reported that there were pre- determined standards
that used to evaluate result based performance evaluation.
- The majority (80 %) of the respondents reported that the information obtained from result
based performance evaluation is relevant to employees promotion, to assess employees

33
 training need, to identify those who promoted and not promoted and it is important to get
feedback of office’s and employees’ performance.
- From the sample respondents, 93.3 % of the total respondents reported that the existence of
pre- determined standards, the assignment of specific job for individual employee, and the
existence of team work system were the good opportunities for result based performance
evaluation. Additionally, signing agreement between management and department heads and
coordinators and individual performers on annual goals of office, continuous support from
Bensa woreda education office and the presence of different guiding manuals were
opportunities for RBPE Implementation.

5.2 Conclusions

The study had been conducted mainly to assess the challenges and opportunities of result
based performance evaluation of Ketena cluster schools. More analysis and discussions were
presented in data analysis and presentation section. Generally, the implementation of result
based performance evaluation in proper manner has a valuable effect on the overall
organizational objectives as well as on employees day to day activities performed in the
organization.

- Ketena cluster schools conduct employees result based performance evaluation semi-
annually by its management.
- Ketena cluster schools mostly uses graphic rating technique of performance evaluation which
uses the standards of the evaluation like punctuality, and completeness on time, skilled about
the work and knowledge about work and quality of work.
- The major problems of employees’ performance evaluation in office were unfair treatment of
performers and little knowledge about standards, lack of skilled evaluators, and the scarcity
of budget and other relevant resources for each department and the lack of coordination
between employees.
- Result based performance evaluation create team spirit among employees, force employees
towards office goals, initiate teachers to perform better, develop innovative thinking and
establish conducive situation for office performance improvement. On the other hand, if not
clearly done and it done based on personal judgment rather than result obtained, it leads to
demotivated and reduce innovative thinking.-

34
- The existence of different guiding manuals, different teams for performance and evaluation,
the presence of job description and monitoring system and common understanding on office
plan are the opportunities to implement RBPE. Signing agreement on office goals and
continuous support from Bensa woreda education office were also the opportunities.
- Most of the problems observed in terms of evaluators were who evaluate to employee
performance and rate result.
- Ketena cluster schools had weak performance evaluation system because it evaluates
performance semi-annually.
- Performance evaluation must be viewed as an essential component of successful
management. It strengths superior- subordinate relationship, it identify poor and good
performers, improve work performance and it provide important feedback of office and
employees performance.

5.3 Recommendations

Based up on the above conclusions and findings of the study, this part of the research work
focused on the following recommendations to solve problems concerning about teachers Result
Based performance Evaluation.

1. The evaluation criteria in some system are the personality of the employees rather than
their level of performance. Therefore, the schools should have to establish clear
performance standards for each position and clarify for all teachers. Furthermore, the
evaluation should be based on result obtained rather than subjective evaluation which can
be a solution to avoid the problems observed in education office like unfair treatment of
teachers.
2. Performance evaluation is a human resource management activity that involves
cooperation between the line operating managers and the human resource specialists. The
operating manager is, however, the person responsible for conducting the actual
performance in a vast majority of the cases. Therefore, it is preferable that the office has
to evaluate its teacher’s performance through team leaders and department coordinators.
3. Staffs that dedicated knowledge and skilled in performance management are pivotal for
result based performance evaluation and accomplishment of organizational objectives in
general. Thus, evaluator and other teachers in the school should have take training and

35
 development concerning about criteria, how to evaluate and the purpose of result based
performance evaluation.
4. Performance management leads to the implication of organizations and it can benefit an
organization’s effectiveness, therefore, the office should widely use the information
collected from result based performance evaluation for compensation, performance
improvement, training need assessment and research.
5. The budget process is a core government management process and integration between
performance result and budgeting is critical to demonstrating its value and usefulness to
the schools. Therefore, the school should commit to allocate necessary resources and
budget for each department to make the implementation of result based performance
evaluation effectively.
6. Result- based performance evaluation is a form of continuous self assessment applied
within the operations department and essentially concerned with the extent of attainment
of the result envisaged. The regular interaction between subordinate and manager provide
opportunities for good relationship. Therefore, the office should evaluate employees’
performance continuously rather than semi- annually or once in a year.
7. Conducting research on various problems and innovation are criteria of RBPE among the
other criteria in the office. Therefore, the office should prepare conducive environment
for innovation and initiate the employees towards such activity through provision of
available resource allocation, training and recognitions.

36
 References
1. DAVID A. DECENZO AND STEPHEN P. ROBBINS (2005): Personnel/ Human
Resource Management, 3rd edition.
1. Fisher, Cynthia D. (1996): Human Resource Management, 3rd edition.
2. Goel S.H (2003): Public personnel Administration Theory and practice;
3. Herbert G. Heneman III, Donald P. Schwab, John A. Fossum and LeeD. Dyer (1998):
Personnel/Human Resource Management, 4th edition.
4. http //en. Wikipedia. Org/wiki/performance appraisal.
5. http//www. Google. Com. Et/search? of = objective+ of + result+ based + performance +
evaluation + system +& i.e.= UTF – of & Oe.
6. https: // www. Google. Com.et/search? of = the +challenges +in + implementation+ of +
result + based + performance + evaluation + sys).
7. Ivancevich John M. (2004): Human Resource Management, 9th edition.
8. Leornard, Edwin, C. (2007): Supervision, 10th Edition.
9. Marc Holzer and Richard W. Schwester (2011): public Administration.
10. Mesfineteffess (2011): Digest of Ethiopian National policies, Strategies and program.
11. Scherme horn, (2001): Management, 6th edition
12. Terry, Georger (2006): Principle of Management, 8th edition.

37
DILLA UNIVERSITY
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

PRACTICE AND IMPLEMENTATION OF TEACHERS’ PERFORMANCE

MANAGEMENT ORIENTED IN BENSA WOREDA THE CASE OF KETENE
PRIMARY SCHOOL

BY: - Asefa Atara

ADVISOR: -

July, 2008 E.C.

HAWASSA

38
 DILLA UNIVERSITY

PRACTICE AND IMPLEMENTATION OF TEACHERS’ PERFORMANCE

MANAGEMENT ORIENTED IN BENSA WOREDA THE CASE OF KETENE
PRIMARY SCHOOL

A SENIOR ESSAY SUBMITTED TO THE PARTIAL FULFILLMENT OF THE

REQUIREMENTS OF THE BACHELOR OF ARTS DEGREE IN EDUCATIONAL
PLANNING AND MANAGEMENT

BY: Asefa Atara

ADVISOR:

July 2008 E.C

Dilla, Ethiopia

39
 Table of Content

Content Page

Acknowledgements-------------------------------------------------------------------------------------------I
Abstract………………………………………………………………………………………..….II

Acronyms and Abbreviations……………………………………………………………………III

CHAPTER ONE

1. Introduction ..................................................................................................................……...1
1.1 Back ground of the study..........................................................................................……..1
1.2 Statement of the problem.........................................................................................……..2
1.3 Objectives of the study ............................................................................................…….4
1.3.1general objective of the study----------------------------------------------------------------4
1.3.2specific objectives------------------------------------------------------------------------------4
1.4significance of the study -------------------------------------------------------------------------4
1.5 delimitation of the study-------------------------------------------------------------------------5
1.6 limitation of the study----------------------------------------------------------------------------5
1.7definition of the key terms-----------------------------------------------------------------------5
1.8 organization of the study------------------------------------------------------------------------6

CHAPTER TWO

2. Review of related Literature........................................................................................7

2.1 Introduction .............................................................................................................7
2.2 Meaning of Result Based performance Evaluation .................................................7
2.3 Conceptual frame work for Result Based management ..........................................8
2.4 Purposes of performance measurement ...................................................................8
2.5 Objectives of Result Based performance management ...........................................9
2.6 Benefits of performance management .....................................................................10
2.7 Who should evaluate the Employees .......................................................................11
2.8 Establish criteria ......................................................................................................12
2.9 Techniques of performance Evaluation....................................................................12

40
 2.10 Challenges of Implementation of Result based Performance Evaluation---------13

2.11 Strategies to overcome challenges ...........................................................14

2.12 Important factors to the successful Implementation and

Sustainability of performance management ............................................14

2.13 Opportunities ............................................................................................15

2.14 Implementation.........................................................................................17

CHAPTER THREE

3. Research design methodology........................................................................................…….18

3.1. Research Approach and Type .....................................................................................……18

3.2. Sources of Data ...........................................................................................................……18

3.3. Population, sample size and sampling technique --------------------------------------------------18

3.4 Instrument of data collection........................................................................................……19

3.5. Method of data Analysis and presentation--------------------------------------------------------19

CHAPTER FOUR

3. Presentation and analysis of the data----------------------------------------------------------------20

4.1 General characteristics of the Respondents .....................................................20

4.2 The main part of the study ...............................................................................22

4.2.1 Analysis of variables Related to the challenges and opportunities

of the implementation of Result Based performance Evaluation..................22
.................................................................................................................................

4.2.1.2 Analysis on Time of Evaluation and Evaluators of

Result Based performance Evaluation .......................................................24

41
 4.2.1.3 Analysis on Evaluation standards of Result Based

Performance Evaluation ..............................................................................25

4.2.1.4 Analysis on Issues Related with Importance of

Result Based performance Evaluation ........................................................27

4.2.1.5 Analysis on Opportunities for Implementation of Result

Based performance Evaluation ...................................................................27

4.2.1.6 Analysis on problems Related to Result Based

Performance Evaluation ..............................................................................29

4.2.1.7 Analysis on Evaluation Techniques ...........................................................31

Chapter FIVE

1. Findings, conclusions and Recommendations .......................................................33

5.1 Findings ............................................................................................................33
5.2 Conclusions ......................................................................................................34
5.3 Recommendation..............................................................................................35
References
Appendix

42
 Abstract

The general objective of this study is to assess the practice and implementation of teachers’
performance evaluation oriented management in Ketena cluster primary schools so as to forward
some workable recommendations.This study is conducted in Ketena cluster,Bensa
woreda ,sidama zone . The study is delimited to teachers exist in the Ketena cluster schools.
This study covered practice and the implementation of teachers performance evaluation oriented
management (2007-2008 E.C). Additionally, the study is expected to focus on the major
challenges observed in implementation process of result based performance evaluation system.
The conclusion is made only work for the Bensa woreda Ketena cluster schools.The researcher
used both quantitative and qualitative approach of research depending on the nature of the data
collected from different sources. The research type used for this study was descriptive.

Both primary and secondary sources of data are used to gather relevant information on the issue
under the study. Primary data is gathered through questionnaire and structured interviews from
the principals and supervisors of the Ketena cluster schools. On the other hand, close ended
questionnaire was easy to answer for the respondents. Secondary sources of data for this study is
obtained from annual employee performance evaluation reports, internet sources, different types
of documents, and published and unpublished materials related to the topic under the study.

The data collected from primary sources using different tools and techniques are edited, coded,
condensed, organized and analyzed based on their similarities. The primary data collected
through interviews and questionnaires are examined to detect errors and omissions. The purpose
of editing of the data gathered is to ensure that the information gathered are as accurate as
possible, consistent with other facts and complete as much as possible. After the relevant data is
collected, descriptive statistical method of data analysis is used to analyze the data. From the
analyzed, possessed and interpreted data the researcher has drawn conclusion by summarizing
the main points about the study and also forward some workable recommendations.

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 Acronyms and Abbreviations

BPR= Business Process Reengineering

BSC=Balanced Scorecards
CSRP=Civil Service Reform Program
MIS= Management Information System
PE= Performance Evaluation

P/HR = Personnel / Human Resource

PA= Performance Appraisal

RBPE = Result Based Performance Evaluation

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