Abstract
Abstract 
 Purpose ‒The purpose of this study was to explore the relationship between teachers’ performance appraisal methods and teachers’ job performance and its implications to teaching and learning explicitly in the context of Islamic Boarding Schools in Gontor, East Java Indonesia, a district that has more than 10 school branches in Indonesia.
 Designed/methodology/approach ‒A survey method was employed to collect the data from 110 teachers who had two to five years of teaching experiences. In data analysis, the researchers had applied a two-step approach to test the measured variables representing three latent constructs namely classroom observation, lesson planning, self-appraisal, and teachers’ job performance as the criterion variable. 
 Findings and Results ‒ The findings from descriptive analysis indicated that teachers perceived self-appraisal and classroom observation more frequently than lesson plan. Teachers viewed lesson plan as an adequate method used in teachers’ appraisal. Moreover, correlation analysis revealed that two of TPA methods namely classroom observation and self-appraisal, were positively correlated with teachers’ job performance, while lesson planning was found to have no correlation with job performance. The regression results concluded that the best predictor of teachers’ job performance was lesson planning.
 Research limitations/implications ‒This research only focuses on Islamic boarding school in Gontor East Java Indonesia. 
 Originality/value: The implementation of teachers’ appraisal in Islamic Boarding School is unique to educational institutions in Muslim country such as in Indonesia. Thus, the findings could be generalized to other school branches of Gontor and schools which have similar characteristic and curriculum to those of Gontor.
 Keywords: Multiple regression analysis, Performance appraisal, Classroom observation, Self-appraisal, Lesson plan, Job performance, Instructional leadership, Islamic Boarding School.
 Paper type: Research paper
Highlights
Managing educational institutions in the 21st century is a highly challenging task that increases in complexity as school leaders face expanded responsibilities and high expectations from education stakeholders, parents and the government
The items measured four constructs, i.e., classroom observation, lesson planning, and self-appraisal as the predictor variables, and teachers’ job performance as the criterion variable. The respondents indicated their degree of agreement and disagreement to the items on a 6-point Likert scale which consisted of Strongly Disagree, Slightly Disagree, Disagree, Slightly Agree, Agree, and Strongly Agree
The reliability indexes for the data derived from these items were 0.74 for classroom observation (CO), 0.74 for self-appraisal (SA), 0.72 for lesson planning (LP), and 0.77 for teachers’ job performance
Summary
Managing educational institutions in the 21st century is a highly challenging task that increases in complexity as school leaders face expanded responsibilities and high expectations from education stakeholders, parents and the government. Having new initiatives means that policymakers must formulate effective strategies to ensure all educational institutions have the capability to provide and sustain high quality education This capability can be enhanced through effective performance appraisal, which is the act and process of creating a work environment that enables people to perform to the best of their abilities (Blandford, 2000). The items measured four constructs, i.e., classroom observation, lesson planning, and self-appraisal as the predictor variables, and teachers’ job performance as the criterion variable. The respondents indicated their degree of agreement and disagreement to the items on a 6-point Likert scale which consisted of Strongly Disagree, Slightly Disagree, Disagree, Slightly Agree, Agree, and Strongly Agree.
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