SECONDARY SCHOOL TEACHERS VIEWS ON THE IMPACT OF TRANSPARENCY AND FEEDBACK IN ENSURING TIMELY PROMOTION IN BUTIAMA DISTRICT, TANZANIA

Eunice Elingaya Makere, Eugenia J. Kafanabo, Afrael M. Sarakikya, Goodluck Nzowa

Abstract


This study examines the views of secondary school teachers on the impact of transparency and feedback in ensuring timely promotion in Butiama District, Tanzania. It is framed within Herzberg's Two-Factor Theory and the Feedback Intervention Theory, and looks at the developmental function of performance appraisal in relation to employee motivation and career development. The study was guided by an interpretive research paradigm, within which a qualitative research approach was employed. A phenomenological design was used to capture teachers’ views, which was crucial for revealing the core meanings of timely promotion as perceived by participants. Purposive sampling was used to select the study area and participants, including four heads of school, four Ward Education Officers, one Teachers’ Service Commission (TSC) officer, one District Human Resource Officer and 20 secondary school teachers. Thus, the study involved a total of 30 participants. Semi-structured interviews, focus group discussions, and documentary review were conducted to collect data. Data were analysed using thematic analysis. The results show that the appraisal process was felt to be lackluster and poorly communicated, lacking transparency and regular feedback from district level to teachers. These limitations led to a lack of confidence in the effectiveness of performance appraisal, lowered the perceived fairness of the process, and hurt the ability to move on and, thus, decreased professional performance. The study also indicates that while the Open Performance Review and Appraisal System (OPRAS) has been superseded by the Public Employees Performance Management Information System (PEPMIS), the success of performance management reforms will rely on enhancing the developmental aspects of appraisal and not just on new administrative systems. The study also makes an important contribution to the field of human resource development, as it elucidates the link between transparent appraisal and consistent feedback and employee perceptions of procedural fairness, motivation, and career progression in the public sector context. It suggests building supervisors' ability to offer transparent, participatory, and feedback-based performance management.

Keywords


transparency, feedback, timely promotion, performance appraisal, secondary school teachers

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i9.7030

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