Performance Appraisal of Teachers in Public Secondary Schools: A Systematic Review

This systematic review explored the various literature on performance appraisal of teachers through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. This study used research from Google Scholar that was conducted between 2018 and 2022 and was written in English. This study specifically described the demographic data in the existing literature on performance appraisal of teachers in terms of country, research design, and the number of participants; the impacts and insights on teachers’ performance appraisal in public secondary schools that includes performance appraisal and teachers’ job productivity, perceived influence or impact of PA on teachers’ performance, performance practices and teachers’ perspectives, performance appraisal and teachers’ training, and performance appraisal and learners’ academic performance and recommendations for further research that can be identified by exploring the current literature. The database identified 98 pieces of literature. However, the number was narrowed down to twelve (12) after screening and determining eligibility using the inclusion-exclusion criteria, which most of the study being carried out in Africa and Asia. Furthermore, recommendations from different research studies revolve around the relationship between teachers’ performance appraisal strategies and job productivity and reward practices, the perceived influence or impact of performance appraisal on teachers’ and learners’ academic performance, teachers’ perspectives on performance appraisal, and teachers’ training needs. Finally, we hope that this study could assist both educational leaders and policymakers in formulating educational strategies concerning the evaluation of teachers’ performance. These strategies could potentially support teachers in enhancing their skills and knowledge in delivering instruction, ultimately leading to the improvement of students’ academic performance.