The element of fairness in a performance appraisal system is essential for an organisation. If the system of an organisation is not fair, it may result in an employee being dissatisfied with the appraisal system and this may lead to extremes such as employee attrition. The purpose of the study was to examine educators’ perspectives of fair performance appraisal practices in selected independent schools in Gauteng Province, South Africa. The research approach adopted for the study was qualitative while the research design used was case study. Purposive sampling technique was used in the selection of the sample for this study. The findings of the study revealed that teachers think performance appraisal was conducted properly and the process helps to improve individual teaching output. The HODs believed performance appraisal was conducted in a positive and encouraging manner. The school principals also viewed the appraisal process positively, indicating that the competence of teachers and the quality of teaching and learning taking place in the school are assessed by doing performance appraisals. The different categories of the participants namely, teachers, HODs and principals believed that the process of performance appraisal was quite fair and recommended that there should be other tools for assessing the teachers’ ability. Furthermore, the teachers did not see the appraisal system as unfair, but proposed other effective ways of conducting the appraisal system. According to the HODs, the process is time-consuming and the principals were satisfied with the appraisal process but cautioned that the process would become unfair if bonuses are given to the teachers. In addition, the teachers submitted that the exercise can be unfair if assessment is based on incorrect or inaccurate information. A fair appraisal process is when all parties are open and communicate with one another, constructive and honest feedback is given as well as the use of agreed upon procedures consistently. In conclusion, to improve the effectiveness of performance appraisal practices, fair performance appraisal practices should be given utmost priority. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/65460 |
| Date | January 2017 |
| Creators | Olatunji, Olushola Adebayo |
| Contributors | Ogina, Teresa Auma, olusholaadebayo0@gmail.com |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | � 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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