Abstract

Quantitative research was conducted to find out the effectiveness of the existing performance appraisal system (PAS). A survey research design was planned to determine the level of awareness of the teachers with the existing teacher appraisal system; moreover, the effectiveness was determined by the level of satisfaction or dissatisfaction of teachers with PAS and its probable effect on teaching practices. A random sampling technique was used to access the target population. A self-constructed questionnaire was distributed among 78 principals of public higher secondary schools and the reliability of the instrument was found to be .862. Step-wise regressions inform us dissatisfaction of teachers is associated with the transparency of the appraisers. Management support and motivation were not found to be significant predictors need for improvement. The results further highlighted that a lack of awareness about PAS negatively affects motivation to perform better. A lot of improvement is needed to make the appraisal process more effective.

Key Words

Effectiveness, Performance Appraisal System, Public Higher Secondary School Teachers, School            Principals

Introduction

Performance appraisal is the system of evaluating employee’s performance relative to his or her job requirements. It is an effective tool in forming job standards and judging employee’s actual performance relative to those standards. It is a systematic process that improves the effectiveness of the organization. Furthermore, this system is the key to the fulfillment of agency mission and objectives (Clark, 2017). For the effective appraisal system, management plays a vital role in providing awareness and setting clear performance standards. The performance evaluations must be free from any rating biases and it requires the best efforts from their employees about their task. This system also provides feedback to the employees with the purpose of motivating them to eliminate the deficiencies in the performance. Performance appraisal is indispensable for the teaching-learning process in the present era. The framework for the evaluation of teaching in schools can play a key role in school development and teacher improvement (OECD, 2005). 

Each country has its own PAS and so does Pakistan. PAS of teachers has been labeled and discussed by experts in the Punjab Education Department in different ways (Qasim & Ansari, 2016). Annual Confidential Report (ACR) was used to examine the individual performance of teachers in Pakistan, in synchronization with other countries in the region such as India and SriLanka. Today, Pakistan Performance Evaluation Report (PER) has been substituted for ACR in order to check the performance of teachers since 2013 and to identify their professional and personal strengths and weaknesses. In the PER targets and objectives have been fixed for the teachers to meet the educational standards. Therefore, teachers have to perform their duties to fulfill these targets and principals play a major role in the evaluation process. According to Taut and Sun (2014), the role of the principal is very important in the implementation of teachers’ appraisal and enhancing their performance. It can be said that principals are one of the fundamentals of the appraisal process.

According to Stronge and Tucker (2003), it is agreed upon the fact that the educational reform efforts may not be succeeded without an appraisal system and highly qualified teachers. It also supports the teachers to guide students in the learning process more effectively. Similarly, Cruickshank and Haefele (2001) state that the teaching-learning process works effectively in the process of education. Therefore, effective performance standards may be improved with the help of an effective appraisal system and it may also result in the improvement of the employee’s satisfaction. Keeping in view the performance appraisal system the researchers evaluated and check the effectiveness of the performance appraisal system in public higher secondary schools. For this purpose review of the related literature has been extensively viewed by the researchers; the review of the related literature description is mentioned below.

Literature Review

The importance of teacher appraisal systems in schools cannot be denied. It is evident through literature that teacher appraisal is essential for effective teaching. It covers a vast range of areas in both private and public sector schools. Performance measurement monitoring is also checked through PAS. It is the most important element which highlights the required change. Through the literature, it is observed that performance evaluation and measurement are two compatible terms (Lemieux-Charles, McGuire, Champagne, Barnsley, Cole & Sicotte 2003). In the view of Fryer, Antony and Ogden, (2009) PAS generates the required attitude and the performance of the teachers may be enhanced. According to the writers like Vanci-Osam and Askit, (2000); and Lam, (2001) concluded that an effective appraisal system is beneficial for both individual and organization. It also supports the teachers and provides them a lot of potential benefits. Moreover, the quality of work may be improved through regular feedback. Likewise, Lam (2001) stated that PAS supports the teachers to improve their ideas and expectations for professional development. It is further acknowledged that the teaching-learning process can be enhanced through in-service training and career planning. PAS effectiveness helps in promotion, and demotion of teachers (Monyatsi, 2006). Job confirmation motivates the teachers and helps them in the development process. Ineffective appraisal system, accountability and professional growth are the two most important purposes of personnel performance management (Danielson & McGreal, 2000). In the same way teachers, participation in the decision making and planning of their evaluation are very important. It leads teachers towards activity and strength (Murdock, 2000). Such kind of appraisal system promotes skills among the teachers about insightful learning.

The appraisal system creates an optimistic impact on the teaching quality and performance of teachers (Saunders, 2000). According to the perception of teachers, it is said that the appraisal system should be fair and unbiased (Bethell, 2005).  In the view of Jacob and Lefgren (2008), it is analyzed that the role of assessments of teachers can judge the worth and practicability of their work. In this way teachers are satisfied and the effectiveness of the PAS is improved. Hence, the student’s achievements may be enhanced through teachers' experience and education. Teacher’s progress and attitude are checked with the help of student’s feedback (Craig, 2011). Similarly, Kumrow and Dahlen (2002) concluded that teachers effectively play their role in teaching and school improvements. In addition, PAS promotes the learning skills among the teachers with the help of their experiences and positive feedback. 

It has been realized that quality education can be improved with the help of an appraisal system which is based on the employee’s individual performance (Arif & Ilyas, 2012). Furthermore, individual performance may be improved to enhance the education of students. The existing appraisal system has gained a great deal of popularity among the teachers and school managers for its professional development. There are two factors involved in this process; first, staff development is a two-way process between an appraiser and appraisee second, it is possible only in an atmosphere of confidence and secrecy. Murdock (2000) highlighted that a modern appraisal system promotes insightful learning skills among the teachers which supports them to become reflective practitioners. Considering the above, therefore, it is analyzed that teacher appraisal effectiveness is a process which is depended on the teachers’ perceptions themselves.

According to the above literature review, it is stated that the professional development of the teachers may be improved through accountability and self-assessment process (Day, 2010). Stronge (2010) acknowledged that performance appraisal supports the teachers for their quality improvement and coordination. Furthermore, it also develops communication, commitment and collaboration among the teachers. In the view of Aguinis (2007), it is stated that with the help of the appraisal system performance of teachers may be measured and improved. Moreover, Wilson (2005) confirmed that performance appraisal is the combination of different areas like teacher’s awareness, inspiration, assessment and motivation. In the current literature review, Vaillant (2008) expressed a performance evaluation report in public higher secondary schools to meet the educational standards of teachers. Moreover, he also introduced two important factors; conceptual and political behaviors that support the feedback and evaluation process of teachers. 

Considering the above literature review, the researcher observed that it is important to appraise the performance of teachers in public schools. There are certain actions that are involved in performing the appraisal of teachers in the schools. These actions collectively build up the results of the entire performance appraisal system. PAS included a variety of actions in teaching that revealed the performance of teachers. These actions are awareness of performance appraisal system, classroom management, quality of teaching, motivation, teamwork and punctuality and performance evaluation report, the methodology of teaching, professional conduct and student qualities. In the research, the researcher is considering six aspects of teacher performance appraisal i.e. awareness of staff appraisal system, classroom management quality of teaching, motivation, teamwork and punctuality.




Statement of the Problem

The research at hand is conducted to check the existing staff appraisal system and its effectiveness. This research also examined the role of principals in the implementation of PAS in public higher secondary schools of Punjab. The performance appraisal system is broadly appreciated method for judging the performance of teachers. Currently, because of the increase in the demands of private sector schools, the performance of public higher secondary school teachers is keenly observed by the school management. Therefore, it is the need of the hour to probe the current performance appraisal system to check its effectiveness in the public schools, so that the dissatisfaction, if exists, between the standards of performance public school teachers may be improved.   




Objectives of the Study

Objectives of the study are as under:

• To examine the existing performance appraisal system at public higher secondary schools in Punjab.

• To come across the perceptions of school principals about the performance appraisal system.

• To find out the effectiveness of PAS in public higher secondary schools of Punjab.

• To highlight the role of PAS for the satisfaction of its key stakeholders (teachers).




Research Questions

The research questions of the study are given below, 

• What are the existing standards of performance appraisal system applied at public higher secondary schools in Punjab?

• What are the perceptions of school principals about the performance appraisal system?

• What is the effect of PAS on the improvement of higher secondary school teachers?

• How PAS can be improved for the satisfaction of its key stakeholders (teachers)?

Methodology

A descriptive method was used in this study. For the conduction of the study, the researcher used a survey methodology. Public higher secondary schools (both male & female) located in the jurisdiction of Punjab Province were the target population of the study at hand. The population of the study was comprised of nine divisions of Punjab. It was not possible for the researcher to approach the all higher secondary schools of Punjab to conduct the study in nine divisions. Sahiwal division was randomly selected from all the nine divisions. The accessible population, therefore, was all the higher secondary schools situated in the jurisdiction of the Sahiwal Division. The researcher, hence, collected data from all three districts namely Okara, Pakpattan and Sahiwal which comprised of 78 schools as a sample of the study. Data was taken from the principals of the selected schools. A survey questionnaire namely, Performance Appraisal System (PAS) was developed on a five-point Likert scale (Strongly Agree, Agree, Undecided, Strongly Disagree, Disagree). It was consisting of 57 items. Six factors were made to measure the performance appraisal namely, awareness of staff appraisal system, classroom management and quality of teaching, motivation, teamwork and punctuality to check the satisfaction or dissatisfaction level of teachers for PAS effectiveness. It was also observed how much need for improvement is required with the help of management support. For the validation of the questionnaire, experts’ opinion was sought out. For the piloting of PAS, the data was collected from 30 Principals of the Sahiwal district. The reliability of the instrument (Cronbach alpha) was calculated as 0.862. Data were analyzed through SPSS version 21. T-test, Pearson r and multiple regressions were applied to analyze the data. Factor wise divisions of items were shown in the following table.

 

Table 1.  PAS Factor Wise Item Division

S No.	Factors	Items
1	Awareness of Staff Appraisal System:	1-6
2	Classroom Management:	7- 17
3	Quality of Teaching:	18-23
4	Motivation:	24-29
5   6	Teamwork Punctuality:	30-33 34-37
7   8   9  10	Satisfaction with PAS:  Management Support: Dissatisfaction with PAS: Need for Improvement:	38-43 44-48 49-53 54-57

 

Confirmatory Factor Analysis of the Instrument

In the study at hand confirmatory factor analysis (CFA) was used because it is suitable for ordinal and polytomous scored data. For this purpose, SPSS version21 was used to conduct CFA. CFA was used to verify the factor structure of PAS in the fig below.

Figure 1

Confirmatory factor analysis



Confirmatory factor analysis was performed on the factors derived through exploratory factor analysis. It was found out that factor loading for every item was >.07 and inter-correlation in between factors was <.03. CFA was a good fit with the parameter of good fit p>.01, GFI>.90, CFI>.90, TLI>.90, and RMSEA<.07. The data of factors were explored which are theoretically strong as well. The data of factors were explored which are theoretically strong as well. It is observed that all items included have more than 0.3 correlation values. Moreover, Kaiser-Meyer Olkin (KMO) was above 0.6 as well as indicating sampling adequacy.

 

Descriptive statistics

Table 2. Gender Distribution of the Sample:

Gender	f	Principals
Female	36	36.00
Male	42	42.00
Total	78	78.0

Figure 2

Gender distribution of the sample 



The study at hand included 42 male and 36 female principals showed in the above table.

 

Hypotheses Testing

H₀₁: There is no significant relationship between teacher appraisal and their performance

 

Table 3.  Teacher appraisal and their performance relationship

Variables	N	M	S.D	r-value	Significance (2-tailed)
Teacher Appraisal	78	30.10	3.11	.061	0.60
Teacher Performance	72	105.53	104.12

*Significant at ?=0.05

Results indicate in the above table r-value (0.061) is not significant because p-value=0.60> ?=0.05. Therefore results identified that it is the null hypothesis. It is accepted “There is no significant relationship between teacher appraisal and their performance”. Hence, it is concluded that no significant relationship exists between teacher appraisal and performance.

H₀₂: There is a significant difference exists between the male and female principals’ perceptions about PAS.

 

Table 4. Male and female principals (Awareness) perceptions about PAS

School Type	N	M	S.D	t-value	Significance (2-tailed)
Male	42	35.16	3.41	.063	0.54
Female	36	110.73	109.22

*Significant at ?=0.05

According to the above table it is indicated that t-value (0.063) is significant because p-value =0.54> ?=0.05. Table 4 also indicates that male school principals have a mean value (76.95) and S.D value (7.621). On the other hand, female school principals have low mean value (61.38) & S.D value (8.430) than the male school principals. Results indicate significant connectivity between male and female school principal’s perceptions. Principals of male schools have full command of their professional knowledge and administration, due to this, they perform better results as compare to female school principals. Both of them suggested that management appraise the individual and collective performance of all the teachers.

T-test was conducted to find the difference (if any) existed between the perceptions of male and female teachers about the effect of PAS on teaching quality. Results are described in the table below confirming a significant difference.

Table 5.  Effect of PAS on teaching quality of higher secondary school teachers

School Type	N	M	S.D	t-value	Significance (2-tailed)
Male	42	8.63	2.296	13.631	0.00
Female	36	15.59	1.5415

*Significant at ?=0.05

Table 5 indicates that t-value (13.631) is significant because p-value =0.00> ?=0.05. The results of the above table show that male school principals have greater mean value (15.59) than female school principals (8.63). The difference between the two is also significant. It is hereby inferred that the male teachers are more effective in teaching quality as compared to the female teachers.

 

Perception of principals about PAS effectiveness

Table 6. School principal’s perception about the performance of teachers

Factors	N	Mean	Std. Deviation
AWARE	900	3.8859	.61428
CLASSM	900	4.0202	.35496
QUALITYT	900	4.3541	.38520
MOTI	900	4.3306	.36682
TEAMW	900	4.2942	.40770
PUNCT	900	4.2061	.51630
MANAGESU	900	3.7969	.64395
NEEDI	900	4.2642	.46275
SATIS	900	3.9074	.51140
DISATI	900	2.2058	.82100

According to the above table, it is observed that the mean value of all the factors is almost strongly agreed with PAS except dissatisfaction with PAS. Therefore, principals are agreed with this phenomenon that teachers are dissatisfied with PAS effectiveness. PAS should be implemented with the consultation of teachers and motivated them for further improvement. Quality of teaching may be enhanced with the help of pieces of training.

 

PAS can be improved for the satisfaction of its key stakeholders (teachers)

Multiple linear regressions using stepwise regression were applied in order to explain the predictor variables associated with the need for improvement in the process of PAS. Management support, motivation, classroom management, teamwork, quality of teaching and punctuality are the independent variables used to check their prediction value of satisfaction with PAS and effectiveness of the PAS. Five different models were generated, which are briefly discussed below.

 

Step-wise Regression (Dependent Variable: Need for Improvement of teachers with the process of PAS)

No.	Model	?	t. value	p. value
1	(Constant)		21.147	.000
	Teamwork	.177	5.397	.000
2	(Constant)		12.522	.000
	Teamwork	.223	6.552	.000
	Awareness	.154	4.529	.000
3	(Constant)		10.154	.000
	Teamwork	.190	5.455	.000
	Awareness	.162	4.777	.000
	Punctuality	.129	3.843	.000
4	(Constant)		10.135	.000
	Teamwork	.199	5.698	.000
	Awareness	.158	4.695	.000
	Punctuality	.167	4.533	.000
	Quality Teaching	-.090	-2.474	.014
5	(Constant)		9.534	.000
	Teamwork	.191	5.488	.000
	Awareness	.135	3.892	.000
	Punctuality	.148	3.970	.000
	Quality Teaching	-.136	-3.417	.001
	Classroom Management	.108	2.794	.005

 

Management support and motivation were not found to be significant predictors of the need for improvement in the process of PAS.

Further, stepwise regression was applied in order to explain the predictor variables associated with the need for improvement. Teamwork, awareness with PAS, punctuality and quality of teaching are variables used to check the need for improvement with PAS. According to model-1, ‘teamwork’ of appraisal system indicated as a singular predictor of 17 % variance with the need for improvement of PAS (?= .177, p< .000).

The Model-2 revealed that ‘teamwork’ awareness with PAS were collectively predicted 37% variance with the need for improvement of PAS (?= .223, p< .000; ?= .154, p< .000).

Model-3 showed that ‘teamwork’ of appraisal system, awareness with PAS and punctuality were collectively predicted 48%variancewith need for improvement of PAS (?= .190, p<.000; ?= .162, p< .000; ?=.129, p> .000; ?=.129, p> .000)

Model-4 showed that ‘teamwork’, awareness with PAS were collectively predicted 18%variancewith need for improvement of PAS (?= .191, p<.000; ?= .135, p< .000; ? =-.167, p> .000; ?=-.090, p> .000)

Model-5 showed that ‘classroom management’ of appraisal system, awareness with PAS and teamwork were collectively predicted 34%variancewith need for improvement of PAS (?=.129, p> .000? = .191, p<.000; ?=.148, p> .000?= -.136, p< .000; =?.108, p> .000).

 

Path Analysis

AMOS was applied for the testing of the model through path analysis. The need for improvement was considered as an endogenous variable. Management support, teamwork, motivation and quality and dissatisfaction were considered as exogenous variables.

Minimum criteria was achieved with Chi-square = 9.967, Degrees of freedom = 3 and Probability level = .019. The model was found absolute fit Hu and Bnetler (1999) suggested that GFI, AGFI and CFI should be >.90 while RMSEA and RMR value should be <.07 with a non-significant CMIN/DF in between 1 and 5. The model is good according to the given measures as shown in the table.

 

Fit indices for Need for improvement, Dis-satisfaction, motivation Management Support, Teamwork and Quality

Model	CMIN	DF	P	CMIN/DF	RMR	GFI	AGFI	RMSEA	CFI
Model Fit	9.967	3	.019	3.322	.004	.996	.974	.051	.992

Figure 3

Results for path analysis and regression coefficients Standardized Estimates of Direct Effects of the Paths



 

	MANAGESU		QUALITYT		TEAMW		MOTI		DISATI
	B	SE	B	SE	B	SE	B	SE	B	SE
DISATI	-.199**	.053	-.154	.078	.372***	.061	.036	.075	.000	.000
NEEDI	.000	.014	.000	.022	.304***	.036	.000	.020	-.266***	.020

P<.05*, P<.01**, P<.001***

Results have shown that management support was found negative significant(B=-.199, SE=.53, P,.01)  preditor of dis-satisfaction. Teamwork was found positive and significant direct predictor of dis-satisfaction (B=.372, SE=.061, P<.001) and need for improvement (B=.304, SE=.036 and p<.001). While dis-satisfaction was found a negative and significant predictor of the need for improvement (B=.266, SE=.02, P<.001).

Indirect effect to Need for improvement through Dis-satisfaction

	MANAGESU		QUALITYT		TEAMW		MOTI
Variables	B	SE	B	SE	B	SE	B	SE
DISATI	.000	.000	.000	.000	.000	.000	.000	.000
NEEDI	.053***	.014	.041	.022	-.099**	.018	-.010	.020

P<.05*, P<.01**, P<.001***

Results of the above table indirect effects showed that dis-satisfaction was a significant mediator between management support (b=.053, SE= .014 and P<.001), teamwork (b=-.099, SE=.018 and P<.01) and need for improvement. 

Results and Discussion

The study at hand was conducted to check the existing practices of the performance appraisal system at public higher secondary schools and its effectiveness. The research was comprised of 78 male and female school principals of Sahiwal division as sample of the study. The researcher used a t-test, Pearson r correlation and multiple regressions techniques for data analysis. Results showed a significant difference exists between male and female school principal’s perceptions.

Principals of male schools have full command on their professional knowledge and administration. Therefore, male school principals perform better results as compare to female school principals. Furthermore, principals are agreed that teachers are dissatisfied with PAS effectiveness. Dessler, (2008) stated that the appraisal system played a crucial role in the employee’s career planning and performance improvement. It also affects the teachers’ classroom management and quality of teaching. PAS should be implemented with the consultation of teachers. Quality of teaching may be enhanced with the help of pieces of training. However, it is seen that there is no connectivity exists between teacher appraisal and performance. 

The study of Akram (2010) stressed the relevant factors with respect to classroom management and the effective skills that are relevant to the performance of teachers. It discovered the attitude towards teaching and understanding their needs. Moreover, these are the critical aspects that affect the performance of a teacher in the classroom teaching (Grootenboer, 2017). Furthermore, the study analyzed that the attitude of teachers also affects the teaching-learning process and supervising students for their prospective growth in academic learning. Results of indirect effects showed that dis-satisfaction was a significant mediator between management support and the need for improvement. The results of the study by Hallinger (2018) indicate that subject mastery and the quality of delivering knowledge to students is quite challenging and effective strategies must be accounted for improving their performance. It is therefore, summarized that due to better management in public sector schools awareness of the appraisal system is enhanced but still a lot of improvement is needed for the satisfaction of teachers. From the results of the study at hand and other mentioned studies, it is proved that in public sector schools the facilities are provided insufficient manner but results are poor because of the ineffective appraisal system. In addition, it is affirmed that with the help of effective appraisal system performance of teachers may be enhanced. Fair and foolproof appraisal system raises the satisfaction level of teachers.

APPENDIX A

Questionnaire

 

Read the following statements carefully and tick ?the most appropriate choice.

Please be informed that you must tick the scale according to level of your agreement or disagreement; strongly Agree = SA; Agree = A; Disagree = DA; Undecided = UNand Strongly Disagree = SDA. 

 

No	AWARENESS OF STAFF APPRAISAL	SA	A	UD	DA	SDA
1	Teacher appraisal is part of an effective system capable of reaching desired level of effectiveness. ?????? ??? ???????? ?? ??? ?? ?? ?????? ???????? ?? ????? ???? ?? ???? ??
2	The whole teaching staff had to undergo the appraisal. ???? ?????? ??? ???? ???????? ???? ?? ????? ???? ???
3	Teachers must take appraisal process seriously ?????? ?? ?????? ?? ??? ??????? ?? ???? ?? ???
4	The results of PAS can critically effect on career of teachers?    ?????? ?? ????? ?????? ?? ???? ????? ???? ?? ???????? ???? ???
5	School principals & management appraise individual and collective performance of all teachers. ?????? ??? ???????? ???? ?????? ?? ????  ??????? ?????????? ???????? ?? ????? ???????
6	Training & professional development is suggested based on PAS results. ?????? ?? ????? ??? ???? ????? ????  ?? ??????????????  ?? ???? ?? ???? ??
No.	CLASSROOM MANAGEMENT	SA	A	UD	DA	SDA
Being much conscious of PAS & its outcomes I make following special efforts for classroom  management: ?????? ???? ?? ????? ????? ?? ?? ??? ????? ?? ?? ??? ???? ?? ??? ???? ??? ?? ??? ???? ??? ??? ??? ? ??? ???? ????? ????? ?????? ??? ?????? ???? ????? ??? ?
7	I keep learning about competencies of all students of my class. ??? ???? ???? ???? ????? ??  ????? ??? ?????  ?? ?? ??? ?? ?? ???? ?? ?? ????  ???
8	I set appropriate tasks according to the students’ grade level. ??? ???? ???? ???? ????? ?? ?????? ?? ?? ??? ????? ??? ???? ? ???? ???? ????
9	I use rewards as tool to maintain discipline. ??? ? ??? ?? ?? ???? ????? ?????  ??? ??????? ?? ??? ??? ?? ????? ????????? ???? ???
10	Teachers manage discipline affectively in the classroom. ?????? ???? ??? ???  ???? ??? ??? ????? ???
11	I use peer influence to manage my classroom. ???? ??? ??? ??? ? ??? ???? ????? ??????? ???? ???? ????? ?? ????? ???? ???
12	Decisions are made according to the needs of the students in the classroom. ???? ??? ??? ???? ?? ?? ???? ??????? ?? ????? ????? ??? ???? ???
13	My students follow me as a role model. ??? ???? ????? ?? ??? ???? ?????  ????? ???
14	I have moral authority over my students. ??? ???? ????? ?? ????? ??????? ?? ?????? ?????  ???
15	My students come to school neatly dressed. ???? ???? ??? ??? ????? ???? ??? ??? ???
16	Everything is organized well in my class. ???? ???? ??? ??? ?? ??? ?????? ????? ?? ???? ??
17	I do not spare any student for immoral activities. ??? ???? ????? ?? ??? ?????? ?? ?????? ??? ???? ???? ?? ????  ???? ?????
	Quality of Teaching	SA	A	UD	DA	SDA
Being much conscious of PAS & its outcomes I take following decisions for high teaching quality ?????? ???? ?? ????? ????? ?? ?? ??? ????? ?? ?? ???  ??? ???? ??? ??? ????? ?????? ?????? ???? ???? ????? ?????? ??? ?????? ???? ????? ???
18	I am always well prepared for lessons.   ??? ???? ??? ??? ????? ?? ???? ????? ?? ???? ?? ???? ???? /?? ?? ???
19	I always complete the syllabus in time. ??? ????? ????? ??? ?? ??? ?? ?? /???? ???
20	I reflect on my teaching for better results. ???? ????? ?? ?????? ????? ?? ??? ??? ??? ?????? ???? / ???? ???
21	I complete the assigned tasks in time. ?? ??? ???? ??? ???? ??? ??? ??? ?? ???? ???? / ???? ????
22	I learn from my fellow teachers to improve my teaching. ??? ???? ????? ?????? ?? ?????? ????? ???? ????? ???? ???? ?? ???? ???? /???? ???
23	I drive satisfaction from successful attempts at improvement. ???? ???? ????? ?? ?????? ???? ??
	MOTIVATION	SA	A	UD	DA	SDA
Being much conscious of PAS & its outcomes I indulge into following efforts to keep myself motivated ?????? ???? ?? ????? ????? ???? ???? ?? ???   ?????? ??? ?????? ?? ??? ?? ??? ?? ?? ????? ???? /???? ???
24	I challenge myself when teaching. ??? ???? ?????? ??? ?? ????? ???? ???????? ?? ????? ?? ????? ?????? / ?????? ???
25	I like reviewing my own performance. ??? ???? ???  ???? ???????? ?? ????? ???? ????  ???
26	Individual assessment is important. ??????? ?? ??????? ???????? ?? ????? ???? ??? ????? ??
27	Student’s reaction helps me assess my own teaching. ???? ????? ?? ????? ???? ???? ?????? ??? ??? ?? ?????  ???? ??? ??? ???? ??
28	I agree with the results of PAS.  ?? ????? ?? ?????? ??  ???? ???? / ????  ??? PAS ???
29	I take observations seriously and commit for further improvement. ??? ???? ?????  ?? ???????? ???? ????? ?? ?? ???? /???? ????
	TEAMWORK & PUNCTUALITY	SA	A	UD	DA	SDA
Being much conscious of PAS & its outcomes I continue with the following efforts: ?????? ???? ?? ????? ????? ???? ???? ?? ???   ?????? ??? ?????? ???? ????? /????? ???
30	Teachers produce work of exceptionally high quality by learning from each other. ?????? ??? ????? ?? ???? ?? ?? ?????? ?????? ????? ?? ????? ?? ???? ???
31	Teachers can collectively contribute positively in school development. ?????? ????? ?? ???? ?? ?????? ?? ????? ?? ??? ?????? ?????? ???
32	Teachers coordinate their activities as groups to achieve curriculum objectives. ?????? ?????? ????? ???? ???? ?? ??? ?? ?? ?? ???? ??? ??? ???? ???
33	Teachers produce excellent teams of students. ?????? ????? ?? ?????? ??? ?????  ???
34	Teachers come to school regularly and on time. ?????? ???????? ?? ??? ?? ???? ??? ???
35	Teachers show commitment to their work. ?????? ??????? ??? ????? ?? ???? ??? ?? ????? ????  ???
36	Teachers begin & end their classes at time. ?????? ???? ?? ??? ?? ???? ??? ?????? ???? ???
37	Teachers do not leave any work pending. ?????? ???? ??? ???? ??? ???  ?????? ????  ??????
	SATISFACTION WITH PAS		A	UD	DA	SDA
Since Appraisal is critical for improvement of Teachers’ performance therefore, ????? ?????? ???? ?????? ?? ????? ????? ???? ???? ?? ??? ??? ?????? ?? ????? ????? ???????  ??? ?? ?????
38	I am involved in appraising system. ??? ???? ???? ?? ?????? ???? ??? ???? ????/???? ?? ??
39	It distinguishes poor performers from good ones. ?????? ???? ???? ??? ???? ???????? ??? ?????? ???? ??
40	I would like be appraised regularly ??? ????? / ????? ??? ?? ???? ?????? ???????? ?? ??
41	The appraisal system is transparent.  ??? ?? ?????? ???? ??? ???? ???? ???
42	The appraisal process is continued throughout the year. ?????? ??? ???? ??????? ???? ???? ???? ??? ???????? ?? ???? ???? ???
43	All teachers are duly informed of their results. ?????? ?? ???? ????? ?? ?????? ?? ???????  ????? ?? ???? ??
	MANAGEMENT SUPPORT
44	Our principals guide us during conduction of PAS. ?????? ???? ?? ????? ????? ?????? ????? ??? ??? ??????? ???? / ???? ??
45	There is coordination between teachers and supervisors during appraisal. ?????? ???? ?? ????? ?????? ??????????? ?? ????? ????? ???? ???? ???
46	There is coordination between fellow teachers during appraisal. ?????? ???? ?? ????? ?????? ?? ??? ????? ?? ????? ???? ????
47	The appraisal process relates to teacher performance. ?????? ????  ?????? ?? ???????  ???????? ?? ?????? ?? ???? ????? ???
48	Students benefit from the appraisal process. ?? ???? ?? ??? ????? ?? ???? ??? ?? ???? ???
	DISSATISFACTION WITH PAS
49	Better training opportunities are not created for teachers based upon their appraisal ?????? ???? ???????? ??????? ??????? ??? ????? ???? ????
50	PAS has been unable to impact positively on collective teacher performance ?????? ?????? ?? ??????? ???????? ?? ???? ??? ?? ???????? ???? ?? ??
51	The whole  management is hardly involved in appraisal as a team ???? ?????? ( ????????) ?????? ?? ??? ??? ??? ?? ??? ???? ?? ???? ???? ???
52	Teachers appraisal results are never discussed in detail with them individually ?????? ?? ????? ?? ???? ??? ??????? ??? ?? ???? ?????? ?? ???? ??? ??? ???? ???? ????
53	New appraisal system (PAS) has failed to achieve its objectives ??? ?????? ???? ???? ??? ?? ?? ???? ??? ????? ?? ??? ??
	NEED FOR IMPROVEMENT
54	There is considerable need for improvement of present appraisal system ?????? ???? ??? ???? ????? ?? ?????? ????? ??-
55	The principals and supervisor need to training to conduct PAS wisely ?????? ???? ????? ?????? ????? ?? ???? ????? ?? ????? ??
56	The process should be easier and comprehensible for all teachers to get desired objectives ?????? ?? ????? ?? ???? ????? ????? ????? ??? ???? ???? ??? ????? ????
57	The results of appraisal should be effectively used for professional development of teachers. ?????? ?? ????? ?? ???? ????? ?? ?????? ?? ???????? ???? ????? ????? ??????? ???? ?????

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