Assessment of the Relationships among Appraisal and Feedback, Professional Development, and Teachers' Effectiveness at Bonga College of Education

Abstract

In Ethiopia, the effectiveness of teachers plays a crucial role in the quality of education; however, many face challenges in improving their instructional practices due to limited access to quality professional development (PD) opportunities. To enhance teachers’ effectiveness, much has not been done to support their academic development, and their efficacy has not been adequately evaluated through proper appraisal and feedback. Despite the availability of PD programs, low participation rates and a lack of relevant content often reduce their impact on teaching effectiveness. Similarly, appraisal and feedback (APF) systems, although in place, are hindered by inconsistent application and a general lack of feedback. This study examines the impact of PD and APF on teachers' effectiveness at Bonga College of Education (BCE). A survey research design using a quantitative approach was employed to collect and analyze data through structured questionnaires. The target population included 192 teachers (170 males and 22 females), from which a random sample of 72 teachers (50 males and 22 females) was selected, representing 37.5% of the population. The collected data were analyzed using SPSS software, applying descriptive statistics, Pearson correlation, one-sample t-tests, and one-way ANOVA. The findings highlight several challenges, including low participation in PD activities—only 28% of teachers attended workshops, and 26% were engaged in qualification programs. Experience-sharing visits were virtually non-existent, with 96% of teachers having not participated in them. A strong negative correlation between PD participation and its perceived impact points to systemic issues in the availability and quality of PD opportunities. However, teachers perceived APF as beneficial, albeit with less impact than PD. The study found that PD and APF together predicted 78.8% of the variance in teachers' effectiveness. PD showed a strong positive correlation with teaching effectiveness (β = 0.868, p < 0.05), while APF had a moderate effect (β = 0.698, p < 0.05). The study concludes that while both PD and APF contribute to teachers' effectiveness, improvements in PD design, implementation, and incentives, along with a structured experience-sharing program and enhanced feedback mechanisms, are essential for maximizing their impact. Recommendations include establishing targeted PD programs, providing regular and constructive feedback, and promoting a culture of continuous learning and development in BCE.