• Mr Tambuka Paul
• Dr. Andala Hesbon

Abstract: The researcher was to investigate the influence of performance appraisal on teachers’ motivation in TVET schools in Rwanda. Specifically, this study was to examine the current performance appraisal practices in TVET schools in Kayonza District, to identify the level of teachers’ motivation in TVET that is due to performance appraisal in Rwanda, and to analyze the relationship between performance appraisal outcomes and teachers’ motivation levels in Kayonza District. The total population was 196 respondents, with a total sample of 136 respondents from TVET schools in Kayonza Districts. These will be selected purposefully and randomly, where stratified sampling of the respondents will be appreciated. The findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. For the first objective, results indicate that 82.2% strongly agreed and 9.3% agreed that teaching effectiveness indicates the current performance appraisal practices, 70.5% strongly agreed and 12.4% agreed that students’ performance indicates the current performance appraisal practices, 79.1% strongly agreed, and 13.2% agreed that professional development indicates the current performance appraisal practices. Finally, 72.1% strongly agreed and 11.6% agreed that feedback and reflection indicate the current performance appraisal practices. For the second objective, the study indicates that the results indicated that 68.2% strongly agreed and 14.7% agreed that providing a structured framework for feedback indicates teachers’ motivation; 79.8% strongly agreed and 9.3% agreed that Fostering a positive and fair working environment indicates teachers’ motivation; 76.7% strongly agreed and 15.5% agreed that enhanced student-centered outcomes indicate teachers’ motivation; and finally, 69.8% strongly agreed and 14.0% agreed that enhancing teachers to get incentives and rewards indicates teachers’ motivation. The study found a strong relationship between performance appraisal outcomes and teachers’ motivation levels in Kayonza District. The correlation matrix between independent variables (teaching effectiveness, students’ performance, professional development, and feedback and reflection) and dependent variables (provides a structured framework for feedback, fosters a positive and fair working environment, enhances teachers’ ability to get incentives and rewards, and improves class participation) can show teachers’ motivation in TVET schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The recommendations aim to improve teacher motivation and the quality of education in Rwanda's technical and vocational schools. It emphasizes the importance of ongoing training for teachers and managers in performance appraisal systems. It suggests involving teachers in the design and implementation of appraisal systems, providing constructive feedback, aligning assessment criteria with learning objectives, maintaining transparency, establishing recognition and rewards for exceptional performance, and monitoring and evaluating the effectiveness of these systems. It also suggests offering teachers psychological support to manage stress and burnout.

Performance Appraisal, Teachers’ Motivation, TVET Schools, Kayonza District

"Influence Of Performance Appraisal on Teachers’ Motivation in Tvet Schools in Rwanda A Case Study of Kayonza District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 10, page no.c738-c749, October-2024, Available :http://www.jetir.org/papers/JETIR2410378.pdf

"Influence Of Performance Appraisal on Teachers’ Motivation in Tvet Schools in Rwanda A Case Study of Kayonza District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 10, page no. ppc738-c749, October-2024, Available at : http://www.jetir.org/papers/JETIR2410378.pdf