Relationship between annual performance reviews and teachers’ performance in primary schools in Mityana district. A cross-sectional study.

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Background The annual performance reviews in primary schools evaluate teachers’ work, offering feedback and development opportunities that can boost motivation and teaching quality. The study aimed to examine the relationship between annual performance reviews and teachers’ performance in primary schools in Mityana District. Methodology The study employed a cross-sectional research design, utilizing both quantitative and qualitative research approaches. Simple random sampling and purposive sampling techniques were used. A self-administered questionnaire, interview guide, and focus group discussion were used to obtain data from respondents under each sampled school. Results 51 (45.9%) participants were aged 20-30 years, 32(28.8%) participants were aged 31-40 years, and 8(7.3%) were 50 years and above. Correlation results showed a statistically significant positive relationship between annual performance reviews and teachers’ performance (r = .721, p = .000). The adjusted R-squared value of 0.510 indicated that 51% of the variation in teachers’ performance was explained by a unit change in annual performance reviews. Conclusion Annual performance reviews can serve as a valuable mechanism for enhancing teacher performance when they are implemented with clarity, consistency, and developmental intent. Recommendation School administrators should create and disseminate structured performance review frameworks that clearly outline evaluation criteria, timelines, and expectations.

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