The Impact of E-Appraisal Practices on Teacher Performance in Higher Education Institutions
DOI:
https://doi.org/10.63516/Keywords:
E Appraisal, Teacher Performance, Higher Education, Performance Management, Transparency, Feedback, Data AnalyticsAbstract
This study investigates the impact of Electronic Appraisal (E-Appraisal) practices on teacher performance within Higher Education Institutions (HEIs). Traditional performance appraisal systems often suffer from issues related to subjectivity, time consumption, and lack of transparency. E-Appraisal systems, leveraging digital platforms and data analytics, offer a potential solution to enhance the fairness, efficiency, and effectiveness of the performance management process. Utilizing a mixed-methods approach, data was collected from faculty members and appraisal administrators across a sample of public and private HEIs. Quantitative analysis, primarily through Structural Equation Modeling (SEM), assessed the relationship between key E-Appraisal components—namely transparency, feedback mechanisms, and data accessibility—and dimensions of teacher performance (e.g., teaching effectiveness, research output, and administrative duties). Qualitative data, gathered via semi-structured interviews, provided in-depth insights into the perceived benefits and challenges of the system. Preliminary findings indicate a significant positive correlation between the perceived effectiveness of E-Appraisal practices and enhanced teacher performance, particularly in areas where performance metrics are clearly defined and data-driven. The study concludes with recommendations for HEIs and policymakers to optimize the design and implementation of E-Appraisal systems to foster a culture of continuous improvement and academic excellence, adhering strictly to HEC (Higher Education Commission) and international quality assurance standards.
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