아프리카ㆍ중동

The purpose of this study is to assess the impact of decentralization on the implementation of a performance management system (PMS) in public secondary education in Tanzania. The study used a qualitative approach, with some quantitative features. A number of classroom teachers and school leaders were surveyed using questionnaires to collect data on the decentralization and implementation of a PMS in schools. The data was analyzed using grounded theory and was coded and grouped into themes. The findings revealed that decentralization complicates the implementation of a PMS for the teachers. A teacher’s promotion and career development followed the traditional system, and no follow-up actions were taken when teachers perform poorly. However, teachers agreed that the implementation of a PMS has generally improved teamwork, punctuality, and attendance among teachers. Given the importance of teachers as educators, the study recommends the government redesign the teachers’ appraisal system to be more relevant to their working environment and include realistically measurable indicators.