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Tanzania is among the developing countries which struggling much to improve
service delivery to its people. Since 2004 it introduces OPRAS with the aim to
encourage the performance of public servants. This study attempted to examine the
effect of open performance review and appraisal system (OPRAS) in assessing
teachers in government secondary schools in Bukoba municipality. The study was
mixed research approaches that were qualitative and quantitative. Data were collected
through questionnaires, unstructured interview and documentary review. It involved
10 government secondary schools, 80 teachers who were systematic selected and
purposefully 10 heads of schools selected.
The study was guided by four objectives. Generally it founded that both heads of
schools and teachers have inadequate training in the implementations of OPRAS
form. OPRAS is not the criteria used by the government for the provision of salary
increases, promotions or demotions but the government use different criteria’s such as
years of working experience and teachers qualifications. The findings show that
OPRAS is ineffective in teaching professional because teaching and learning
environment is not yet conducive, no enough teaching and learning resources at
schools so difficult to achieve academic objectives. The research identifies enough
training, provision of feedback for teachers and participation between employer and
employees in all decisions making regarding academic issues as the major ways for
improving the appraisal system for teachers. The study recommended that, if the
government wishes to continue with OPRAS to assess teachers it should provide
training for them from its objectives, procedures and its importance. |
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