DOI: 10.36347/sjahss.2021.v09i11.004

Pages: 583-592

They are perceptions that performance appraisal systems are so efficient and effective in improving employees’ performance and upholding accountability to such an extent that various developed countries are practicing them. However, some now question their success in improving employee performance arguing instead that they weigh heavily toward accountability rather than toward the growth and development of teachers and their teaching practices. This paper therefore explores the effectiveness of the performance appraisal systems on teachers’ professional development and growth in ten selected primary schools in Masvingo District of Zimbabwe. The study employed a mixed method approach using both qualitative and quantitative research methods. Data generation was through an interview guide and a questionnaire using purposive sampling. In all, 30 participants comprising 10 heads of schools and 20 teachers took part in the study. Findings from this study reveal that teachers resent their performance appraisal system because they do not get any value from it. They view it, as an instrument required more by their employer who uses it for accountability purposes in selecting eligible teachers for promotion to deputy head or headship posts. Findings also confirm how the performance appraisal system seemingly fails to contribute to the growth and development of teachers or their teaching practices. School heads are not effective and efficient in implementing the system. These findings suggest that the current performance appraisal system in primary schools is for accountability purposes on the part of the employer and does not in any way address the weaknesses noted on the part of the employee through training and development.