Rural and urban primary school heads’ perspectives on staff appraisal systems in Zimbabwe: A phenomenological approach

Abstract

The study sought to explore rural and urban primary school heads’ perspectives on staff appraisal systems in Masvingo Province, Zimbabwe and utilised a qualitative approach based on a phenomenological design. Five rural primary school heads and five urban primary school heads with at least 14 years of experience were purposely selected. In-depth, face-to-face phenomenological interviews were conducted to collect the lived experiences of participants in relation to performance appraisal systems for teachers. Data were transcribed verbatim and analysed thematically. Three major themes emerged: (a) implementation of performance appraisals; (b) feedback and professional development; and (c) challenges with regard to the implementation of performance appraisals. The economic crisis in Zimbabwe has had a negative impact on school performance appraisal systems. Both school locations had implemented such systems, but were faced with limited resources, time constraints and teachers’ lack of interest in being promoted. In looking at the differences between rural and urban school head participants, the focus was on observation and feedback processes. This study has important implications for staff appraisal systems in Zimbabwe.