Productive uses of the results of teachers’ performance appraisal for teacher development in public schools of district Skardu, Gilgit-Baltistan

Date of Award


Document Type


Degree Name

Master of Philosophy in Education


Institute for Educational Development, Karachi


Teacher performance appraisal (TPA) is an ongoing process not an event. It is practiced in all public and private sector schools to make informed decisions for teachers based on their performance delivery. However, the main objectives of the performance appraisal of teacher to some extent vary on the basis of each school ethos and culture. In public sector schools of Gilgit Baltistan, Pakistan TPA mostly focuses on teachers’ financial and promotional objectives. The present research work was conducted on productive uses of the outcomes of teacher appraisal in public sector schools of District Skardu, Gilgit Baltistan. The study was a qualitative case study, which aimed to understand the potential outcomes of performance appraisal for teacher professional development and to achieve strategic goals through quality teaching in public sector schools.
Data were gathered from key stakeholders - teachers, head teachers and educational managers at district and region levels who are directly involved in the process of appraisal mechanism. Semi structured interview and focused group discussions were the main tools for data collection. Also, practicing appraisal tools and other relevant documents such, as working papers and seniority list, were reviewed to obtain better understanding about the phenomena. The findings revealed that the current practices of teachers’ appraisal through ACRs to a large extend do meet the strategic goals of centralized mechanism of appraisal. The practicing mechanism mainly focuses on the accountability function, financial and promotion based objectives. Other broader aspects of productive uses of the results of appraisal, such as continuous professional development (CPD) trainings, core skills for quality teaching and innovative pedagogies were not taken into consideration. The recommendations include that decision making authorities and key stakeholders need to (a) value productive uses of teacher performance appraisal, (b) shift from the traditional approach to an innovative approach, (c) demonstrate awareness towards defined rules and policies regarding teacher appraisal and (d) document performance appraisal on regular basis. Further, the appraisal mechanism may be given due importance and carried out in a very systematic way to obtain maximum benefits.

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