AN ASSESSMENT OF THE USEFULNESS OF ONLINE PERFORMANCE EVALUATION REPORTS (PERs) IN COMPARISON TO MANUAL REPORTS IN SCHOOLS

Abstract

The purpose of this study is to compare the usefulness of online performance evaluation report to manual performance evaluation report. The researchers used a sample of 250 public school head teachers and teachers, which were distributed by gender, locality of the school, designation, qualification, and time spent on the job. A questionnaire comprising 37 statements, eight factors, and four hypotheses comparing these factors was developed. Cronbach’s alpha calculated for each factor was more than 0.8, which proved to be a valid and reliable measure. Of all 250 respondents, more than 80% agreed that online PER is more useful, while 20% remained neutral. The correlation between factors was significant, and the regression analysis of each hypothesis was r > 0, which proved the hypotheses to be true. The findings imply that the new online PER is better in assessing teachers’ performance according to aspects of their job and professional duties and will also help in achieving national professional standards and professional excellence. This approach to evaluation in SED will conserve departmental resources, save time, and make promotions and professional development easier and faster as it provides timely and effective feedback.