Performance appraisal of lecturers in the Technical Colleges in the North West Province

Abstract

The purpose of this study is to determine the set-backs and developments surrounding the performance appraisal of lecturers, to examine through empirical investigation whether there is an appraisal system in Technical colleges in the NWP, how does the appraisal system work, the perception of lecturers about it and the problems that they experience with the appraisal system. Little has been documented about appraisal systems of lecturers in Technical colleges, especially in South Africa. The survey method was employed to conduct this study. The population involved in this study was confined to lecturers, heads of departments and principals of Technical colleges in the NWP. 190 subjects were identified to participate in the study. Results of 125 respondents were analysed. The empirical investigation conducted revealed that only few Technical colleges in the NWP have a formal performance appraisal system. The study also revealed that even though the appraisal system is not in operation in other colleges, there are problems that caused the appraisal system to collapse. Problems which were identified in the empirical study were: inconsistency of the appraiser's remarks and criteria used, personal biasness and prejudice, conflicting objectives, professional relationship, fear of criticism, classroom discipline, artificial behaviour of students because there is a stranger in the classroom and fear of intimidation. Suggestions made by the respondents on how to improve the problems they experience are also expounded. The respondents put more emphasis of job description, criteria for appraising lecturers and feedback to be given at all times.