The Influence of Teachers’ Attitude towards Performance Appraisal System on Their Job Performance as Mediated by Secondary School Teachers’ Motivation

Abstract

Research on teachers' performance appraisals is increasing because of a lack of understanding of the system, how it affected their motivation to work, and performance in the educational field. Thus, this study investigated the relationship between teachers' attitudes toward the performance appraisal system and their work performance, as mediated by teachers' motivation, in Ethiopia's Enbise Sar Midir district. The researcher employed a correlational research approach by collecting data from 265 teachers through questionnaires. Initially, the validity and reliability of scales were confirmed. The results showed a statistically moderate to high, favorable, and significant relationship between teachers' attitudes about appraisal systems, motivation, and work performance. This study found that if performance appraisals are conducted with transparency, equity, and a commitment to supporting teacher improvement, they increase teachers' job performance. That means, it is reasonable to expect that if teacher views toward the PA improve, so do their motivation to work and perform. Furthermore, teachers’ motivation to work partially mediates the relationship between teachers’ attitude towards performance appraisal system and work performance. This study found that many motivational strategies can be used to make instructors professionally satisfied and work well, and the state government can build appropriate PA systems. This research adds knowledge to the theory and literature on teachers' performance appraisal, motivation, and performance in the context of Ethiopian situation. This is expected to encourage further researchers and has the potential to make teachers more accessible to more students and schools, and so contribute to ensuring quality education (SDG 4).