EXPLORING THE INFLUENCE OF PERFORMANCE APPRAISALS AND EVALUATION SYSTEM ON TEACHERS’ SELF-EFFICACY AND JOB SATISFACTION: A CASE STUDY OF CAMBRIDGE SCHOOL
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Abstract
The present study aims to explore the effect of performance appraisals and evaluation systems on teachers’ self-efficacy and job satisfaction. A Qualitative research design was employed to investigate teachers’ experiences, perceptions, and interpretations of performance appraisal and evaluation system in a Cambridge school of Karachi. A phenomenological approach was used to collect data through purposive sampling by taking interviews and focus group discussions. The data were analyzed through thematic analysis to identify recurring patterns, themes, and meanings in the participants’ narratives. It provided a deeper understanding of the complex interchange between appraisal, evaluation, self-efficacy, and job satisfaction. The study’s findings reflected teachers’ experiences and provided valuable perspectives on improving their self-efficacy against the performance appraisal and evaluation systems. It was revealed that professional development opportunities help teachers recognize their expertise and sustain their autonomy, contributing to self-efficacy. A conducive and supportive environment also helps them boost their self-esteem, improving self-efficacy and teachers’ overall performance. It was suggested that a productive and effective appraisal system be introduced in educational institutions, which positively impacts teachers’ self-efficacy and proficiency.
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