1

CHAPTER I

1.1 INTRODUCTION

The fundamental goal of education is to address the socioeconomic issues

that a nation faces, and it plays important roles in the growth of a state.

Educational Institutes are public establishments created to sustain the educating

and learning process. Teachers are the key educational resource. According to the

World Bank (1991) teachers are main educational commodity. The Ethiopian

government is aware of how important a teacher is to providing high-quality

education. Teachers should develop professionally in a sustainable way

throughout their lives and should have their performance continually evaluated

because they are of charge of the developing knowledge, skills and attitude as

well as helpers in preparation of the younger generations for various duties and

responsibilities. Considering that teacher performance evaluation can be a vital

switch for expanding the emphasis on educating quality and that many changes in

the past have bombed a comprehension of the different parts of fruitful

performance evaluation is fundamental. In such manner Stronge and Exhaust

(2003) revealed that assessment of educators is significant in light of the fact that

without fit, prime instructors’ classrooms, no educational development effort can

be deemed successful and fruitful. They also revealed that instruction is at the

center of teaching and learning, which is accomplished by powerful instructors.

So influential instructors must be seen when there are excellent assessment

frameworks. Subsequently, teachers must be persistently given essential

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inspiration and advancements to accomplish the targets and objectives of

schooling.

Evaluation of Performance can be characterized as per the continuous

cycle utilized of recognizing, estimating and also fostering the performance of

each employee as per an association’s essential objectives (Aguinis, 2018). In this

background, it is progressively accepted that all understudies can encounter an

upgraded nature of training by taking on educator assessment as a huge strategy

gadget. For such points of view from around the world and to be at standard with

different countries corresponding to nature of training, Pakistan’s National

Education Policy (2009) spreads out an unmistakable accentuation on

systematizing observing and assessment no matter how you look at it in the

school systems.

Quality, accessibility, and administration have all been persistent issues in

state-funded education since Pakistan's inception. Regretting the public's low

confidence in government institutions, including School Education Department

(SED), the National Education Policy (NEP) states that the system must improve

the quality of education provided by these public institutes by developing and

setting standards for getting inputs about educational processes and outputs of

said educational outputs by institutionalizing the method of observing and

assessing from the lowest to the highest levels in order to restore public trust

(NEP, 2009).
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Evaluation of performance is one of the most important tools of

administration; it can have many purposes in organizations. Performance

Appraisal is a cycle that includes conveying to evaluate how he/she playing out

their work and endeavors to lay out an arrangement of progress. As Mathis and

According to Jackson, performance evaluation (PA) serves two purposes in

organizations: to gauge performance and foster individual professional

development of each employee. (Mathis & Jackson, 1997).

According to Tatek (2012) department heads, school administrators, and

other head teachers work collaboratively to evaluate teachers. School

administrators must ensure that these stakeholders are well-versed in evaluation

procedures and actively participate in the implementation of the Teachers

Performance Appraisal System (TPAS) in order for it to be effective. In support

of this, Stronge and Tuker (1999) stated that teachers and other stakeholders

should receive frequent professional development on the function, purpose, and

importance of assessment. Therefore, performance evaluation should be

effectively and plainly explained to employees in order to increase the likelihood

that it will be implemented with a higher level of relevance and tolerability.

According to Melaku (2000), various performance assessment methods

such as peer assessment, student assessment and self-assessment are also essential

to reduce assessment errors and build trust in the institution. Given this important

role of teacher performance evaluation in teachers' career growth, there are many

questions about which performance evaluation should be used to meet set goals

on time and effectively support organizational growth.

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The current structure of management and organization places a significant

emphasis on the process by which the top management sets the overall plans,

policies, strategies, and programs. In this instance, "top management" might be a

Secretary of Education or a Director of Public Instruction (DPI) in Punjab.

In the education sector of Punjab performance evaluation of staff has been

instrumental in career development and professional growth. However a manual

report submitted by hand has raised many concerns about superiors being biased.

When it comes to evaluating subordinates, the traditional manual performance

evaluation puts the superior in the position of "Playing God." Getting the

instructors together ought to likewise allow an opportunity to compose the

evaluation arrangement of their main evaluation that should be submitted

confidentially to the CEO on a single page (Khan, 2013).

A section must be added to annual Performance Evaluation Report which

tackles that issue an opinion section must be added to the current PER of School

Department of Education The performance evaluation becomes a crucial record

for staff development and training by identifying potential weaknesses or

underwhelming performance. Due to the fact that performance evaluations are a

permanent part of an employee's record with that particular department. The

evaluation records ought to be recovered and utilized during faculty decision-

making. In contrast to the practice in some organizations, where evaluations are

made, recorded, documented, and neglected, the precise and pertinent record

keeping of faculty that is recovered and applied in personnel decisions is a

positive and fair methodology (Qasim, 2018).The motivation behind performance

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evaluation, which is to further develop staff performance and to reward such

improved performances by quick and timely promotions, legitimacy, and

compensation increments, is nullified at this point (Stone, 2018). The workforce

can now choose to include discrimination against people that is made without

reference to these past recorded assessments.

Above mentioned literature shows a conventional and manual evaluation

system of the work force which is not cost effective and requires a lot of time and

effort. Kerstan and Israel (2005) noted that in US it takes about 5 to 6 hours to

evaluate a single teacher by administrators’ further studies points out the need for

a faster more efficient way of appraisal. The afore mentioned issues highlights

that evaluation of performance in any department is the key element for

professional development and school education department in Punjab has been

using a paper based PER for many years. The recent technological advances

demanded a revamped PER system and problems like nepotism and other red

tapes that paper PER causes raised concerns about the credibility of that system.

In the year 2021 the School Education Department (SED) finally caved in and

introduced a digital PER system. Data innovation has given new open doors to

instructive establishments to be more receptive to the data needs of heads,

workers, understudies and different partners. Opportune and exact data about

showing evaluation is essential for educational leadership. Sadly, the manual

evaluation system makes it inconvenient for educational leadership to pursue right

and timely decisions. In any case, most instructive bodies are just paying heed

towards technological possibilities to further develop organizations. Another idea

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in such manner is e-performance management. Digitalization of teacher’s service

record can prove to be a milestone to evaluate teacher’s performance and assist

with steadying record of teachers for future advancements. The serious issue that

might emerge in performance appraisal is absence of objectivity while gives an

account on the performance of subordinate workers. This issue is all the more

broad in the conventional evaluation framework. The serious issue that might

emerge in evaluation of performance is lack of impartiality that gives an insight of

how employees are evaluated. An issue like this with this type of evaluation is all

the more broad in the conventional evaluation framework. This framework makes

escape clauses for supervisors and raters since it misses the mark on criticism

component for connecting with workers how they have performed during the

detailing time frame. Thusly, the Principals/Heads and top administration

authorities who go about as judges are allowed to compose harming comments on

in any case successful workers, while the evident low or unacceptable entertainers

might procure phenomenal appraisals.

Electronic form of PER is the new trend in organizational evaluations of

employees. The E-PER is a computerized version of the former ACR of Punjab

Education Department. It is digitized version that has set to improve the

professional development and professional environment in schools all over

Punjab. It can be helpful in many problematic areas. The Web-based

performance evaluation system is a product program that enables performance

evaluations to be conducted over the Internet. Recent studies points out a further
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shift to Internet or web-based technology as Human Resource Management

System “HRMS” (The Hunter Group, 2001). Additionally, more research is

needed evaluating the use of web-based human resource management systems or

electronic human resource management (eHRM).

It very well may be a device which just supervisors approach this

framework or it tends to be a mix of a framework, in which workers likewise

approach and can give data into the framework. An internet based PA framework

can be more than the conventional manual structure put on the web in that it could

be coordinated with an illustrative portrayal of position authorizing chiefs and

evaluators to incorporate information from the employees' job descriptions into

the evaluation (People Admin, 2006).

Sadly, e-performance management receives little distributed research-

performance management can provide workers with itemized representations of

skills to be remembered for the assessment framework, as demonstrated above.

Instead of only at the hour of a performance evaluation, chiefs and representatives

can consistently view information on their presentation. While employees may

view online performance feedback as more impartial than manager criticism, they

are likely to view the boss's criticism as more unbiased. When cynical data is

presented electronically, people are less likely to misinterpret it and are better able

to provide precise corrections (Darling, 2010).

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It is vital to look at on the web and manual based feedback in the light of the

fact that the two sorts of criticism are utilized by different educational institutes.

Without a doubt, throughout the last 10 years, studies have been directed in

schooling organizations all over the planet, probing different parts of web based

teaching feedback. These aspects include educator’s response towards feedback,

mindsets of understudies toward online input, and reaction level of understudies

to online evaluation report (Bosnjak & Tuten 2003). This study aims to use online

PER as a yardstick to compare the prevalent and digitized PER system and

findings may highlight the importance of technological advances and growth of

education sector go hand in hand. .According to Keeley (2012), a lot of studies

have come up with a variety of results on this topic. Some of them have found

significant statistical differences between manual and online feedback, while

others have found no significant differences between the two types of evaluation.

1.1 Statement of the Problem

Government Secondary Schools of the Punjab province seem to be

substantially less productive and less dynamic than many of its counterparts in

other parts of the country. Sources from grapevine reveal that some elements that

may be responsible for these low outputs and low effectiveness include dearth of

good performance evaluation system, lack of professionalism of the staff,

appraisee’s attitudes about digitalization of PER, lack of proper regular system of

initiating performance evaluation reports, no timely feedback from the

administration, failure of the school supervision to take sensible resolutions as it

helps to stimulate and boost staff motivation and morale, incapability of

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administration to detect the problems faced by employees in relation to

performance assessment; etc. These problems may create problems and hinder the

productivity of academic institutes. The net effect is low organizational

performance. As a result, the purpose of this study is to investigate the advantages

and disadvantages of the online Performance Appraisal system over the manual

PER system when it comes to managing human resources in high schools run by

the Punjab Government's school education department.

The Punjab School Education Department has introduced a nuanced

online evaluation performance system that system is a new and better version of

manual report this calls for a comparison between old and new system of PER.

This study will compare the traditional to the new online PER system in an

attempt to establish a relation between professional excellence and development

to the new improved PER. It will examine the usefulness of online PER over

manual PER.

The teachers’ performance appraisal is the management activity. It can be

identified as the constant progress for measuring and assessing the performance of

a teacher according the institution’s goals and targets (Aguinis, 2009). The

teacher's performance evaluation in the school is frequently used as a tool for

identifying, measuring, and developing the teacher's career. This helps the school

achieve its goals more effectively while also helping the teaching profession grow

in terms of recognition of performance, professional advancement, and career

support (Taut, 2014).

1.2 Objectives of Study

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The main aim and objective of the study is to explore the potential

antecedents of the digitized performance evaluation effectiveness and usefulness

over manual Performance Evaluation Report and its possible outcome or impact

on employee performance (Professional duties, Improving teaching standards,

professional development and promotion, professional excellence, time and

resources conservation, etc). However, the specific objectives of the study are as

under:

1. To compare usefulness of new online PER to conventional PER system.

2. To highlight the concerns of personnel about online and manual PER.

3. To determine how new PER can contribute to professionally ethical

environment in school education sector.

4. To examine new additional sections in online PER correlating these to

professional development set by national professional standard (2009).

1.2 Research Hypotheses

H1: Effective feedback is correlated with improving teaching standards in

performance evaluation.

H2: Improving assessment on aspects of job is correlated with the achievement of

professional excellence.

H3: Professional development and promotion is correlated with time and resource

conversation.

H4: Professional duties correlated with the need for improvement in performance

appraisal system.
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1.3 Significance of the Study

This study will provide necessary information to the stake holder of

education about benefits and usefulness of new digital PER and highlight issues

caused by manual report hence it can be helpful to improve professionalism,

performance excellence and overall development of the personnel. Digital PER

system has many potential benefits for organizations. The online system provides

a central view of human resources and gives easy access to wide range

information about their performance (Levensaler, 2008). This information is

readily available and it enhances efficiency and decision making; if used properly

these systems can increase overall productivity (Pietra, 2020). A number of

researches show a higher affinity towards online system as it save time and

resources such as a survey conduct by Gueutal and Fable (2005) has noted

organization saw these online PER as cost effective. Furthermore these system

provide a 360 approach to PER system and allows appraise to submit their report

easily using an organizational network (Black, 1998). This decision to provide

overall report that includes all aspects of a job makes the organizational heads

more involved and provide information about strengths and weakness hence

allowing better decision for employee future (Miller 2007). Online PER is readily

available for the upper management and also the appraisee has access to it also

department heads can highlight problems and areas that need improvement so

staff can be trained accordingly. Some online PER system as compared to

traditional system have a built-in tutorials and training system (McInnis, 2002).

This way appraisee get familiarized with said system in no time this study in
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particular aims towards staff training in using the HRMS portal.

Teacher evaluation must include a feedback from teacher as well as an

opportunity to train them and teach them new techniques (Mathis & Jackson

1997). This problem is tackled in new online PER introduced by SED. This

research will provide information to bridge communication gaps between teachers

and head teachers which will in turn open new doors of professional development

and excellence in the SED that is a desperate need for future educational

endeavors. This research work has different levels of significance to various

categories of users such as researchers, readers, administration, teaching staff and

those who may wish to make reference to it from time to time.

 Personnel and administration performance evaluation is very crucial to any

department that wants to remain a going-concern.

 This study will also make the Head Teachers/Teachers to be thriving to their

duties of administering and appraising.

 It will also increase awareness of the online performance appraisal system

among the staff and management.

 To the employees, it will help in generating high level of

efficiency among them through better corporate performance.

 It will be a milestone to explore effectiveness and new trends of online

performance evaluation system.

 To the researchers and readers, the study will provide a database for future

research work.
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1.4 Research Methodology

This study intends to use an organized method to muster primary data from the

respondents. The questionnaire was formulated on the basis of research

objectives. However the questions were close ended where the respondents were

guided and asked to respond the questions on five level measurements of Likert

scales.

The Positivism approach will be used to test the factors that contribute in the

usefulness of online and manual performance evaluation reports in the schools.

The philosophy of research is all about the invention and assumption about

knowledge. Most proper and suitable methods of collecting the sample,

instrumentations and statistical analysis of data and the findings will be used to

help in providing an intensive answer for any research assumptions/research

hypothesis (Cohen et all, 2011).

Design of the Study

The current study is the fruition of a quantitative methodology of research

to achieve a semblance of objectives that are listed above. The use of this

quantitative technique to relate concerns of employees about new and old PER

system and setting a course of events to gain information about the new system.

Quantitative Research Design will be used to conduct this study; data will be

collected in strata from the school teachers and head teachers of District Sahiwal,

Punjab. For data collection self-administrated questionnaire will be used on which

the respondent responds on five-point Likert Scale. The study design is

quantitative so the data will be collected quantitatively and tested by adopting the
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different tests using statistical package for social sciences (SPSS). Stratified

Random Sampling technique will be used as data is having the potential to fulfill

the purpose of the research and respondents were contacted personally with the

aim to collect response. The school teachers and head teachers will be contacted

through e-mailed and whatsapp by the researcher and will be informed about the

purpose of the research; however, anonymity would be also ensured to

respondents so that they respond in more true manners and generously, the

researcher will also conduct the sessions with the respondents and informed the

respondents about the questionnaire and define the questions what they are

actually representing and what the researcher is trying to investigate. After

collecting the response from the respondents, the researcher finds out any

discrepancies and then finalized the questionnaire accordingly.

Population

Population consisted of randomly selected Head Teachers and Teachers of

public school of School Education Department in Sahiwal, Punjab. The schools

which have been contacted were strictly public sector pure government schools

and asked by the teacher to participate in the current study with some sort of

suggestions which are beneficial for the researcher to alter the questions or some

other suggestion related to policies for the government higher authorities. The

teachers and Head Teachers of the Punjab has been explored the factors which

identify the teacher’s performance towards appraisal system of education also

their academic accomplishments, so, educators have their main focus in seeking a

more valid, reliable and relevant material about the current research.
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Sample Size

250 school Teachers and Head Teachers were taken as a sample which

marked the questionnaires provided by the researcher. The sampling technique

was Stratified Random Sampling. Heads and teachers were approached through

whatsapp groups, via emails and phone calls.

Data Collection

Data collected through self-administrated questionnaire where the

respondent contacted personally through email and whatsapp. The researchers

used personal contact for contact and collect the data on questionnaire which

contained on two sections, one is contain on the demographic information and

other is related to the variables which are using in the current research. Consent

form was distributed among the participant before data collection. Self-

administrated questionnaire was used where questions are included from different

study which has been discussed later in the section of instrumentation. The

responses have been gathered and entered into the study software. An organized

approach will be used to collect primary data from respondents for this study. The

research objectives served as the basis for the development of the questionnaire.

The questions, on the other hand, were closed-ended, and respondents were

instructed to respond to the questions using five levels of Likert scales.

For collection of data and measurement instrument questionnaire (survey)

based was used as Singh (2007) stated that the questionnaire can have the
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potential to give the reliability and consistency for response which is essential for

conducting the research. The purpose identified for developing and distribution of

questionnaire is to compare the usefulness of online PER over manual PER .The

questionnaire included the information about the new PER and questions were

designed to get a proper sketch of respondents views on new digital system. This

questionnaire compared different sections of manual and digital PER also. It

included the physical, financial and quantitative aspects of the job. This

questionnaire aimed to check the usefulness of digital PER in achieving goals and

fulfilling targets which will in turn improve professionalism in the department.

Data Analysis

For analysis of the data questionnaire will be entered into SPSS. After

entering the data, the missing values will be checked and then reliability,

multicollinearity, normality, mean, standard deviation, correlation analysis and

regression analysis will be done according to the hypothesis which have been

formulated for the study. Correlation analysis will be done for identifying the

antecedents and finding correlation of factors and regression analysis will be

applied for testing hypotheses of usefulness of digital PER over manual PER.

Each hypothesis will be separately analyzed to ensure a valid and credible result.

Every statement in questionnaire is directly related to the research hypotheses

which help to form a credible analysis of online PER and its usefulness over

manual report.
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1.7 Delimitations

This study is delimited to the head teachers and teachers of schools

in Sahiwal (Punjab). An email blast and whatsapp texts were forwarded in the

groups of teachers and head teacher asking them to fill the questionnaire about

their perceptions of online PER. This study is based on the evaluation of PER

system in the government-owned establishment and institutes. The study covers

the Punjab State. It has a large concentration of people civil servants and others.

There are many public schools in the city. The subject is the employee in the state

Punjab working in secondary Schools. Both males and females will be used in the

study irrespective of their economic status.

1.8 Summary

In this chapter the topic was discussed on basis of the objectives of the

study. The research was elaborated through related literature and assumptions of

the researcher. This chapter also shed light formulating hypotheses, significance

of the study and research methodology as a whole.

1.9 Operational Definitions

These are the operational definitions of variables:

Usefulness

The usefulness of the PER is the essence of how employees can learn

valuable lessons by their evaluation to help them in doing their job more

effectively, to improve and learn new teaching skills based on targets, and to

check whether it helps in fulfilling teaching standards (Bolinger & Seel, 2018).
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The goals of PER are relevant to its usefulness in any organization for providing

useful feedback to improve and maintain job performance, identify areas for

improvement, and establish goals and standards for the following academic year.

Employees' willingness to participate in the process, such as asking questions and

working toward professional excellence, may have an impact on usefulness. The

PA review procedure is also more likely to be regarded as having a greater impact

on professional development when it results in career advancement and

promotions.

Studies show correlation of work performance with performance appraisal

and for this purpose, they used the term usefulness which is explained as

propensities of an institute relating to the fulfillment with the performance

evaluation system of an institute. It has more relation with an open discussion

with the employee who is going to be evaluated and the person (supervisor) who

is evaluating that employee. They arrange the discussion on the current situations,

educational targets, and goals which have been attained or going to be attained in

the future (Russell & Goode, 2008).

Feedback

Teaching is both an art and science. Successful teachers perform up to the

mark and give to the best of their skill and capabilities. But teacher’s success is

not only measured by student’s grades, rather it can be measured by effective

feedback by the management and administrators. Evaluation is crucial for school

improvement and teacher development. Providing regular feedback to the teachers

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can be useful for the better understanding their strengths and weaknesses.

Appraiser’s effective feedback to teachers makes learning and instructional

process visible (Hattie, 2009). According to Hattie (2007), feedback is defined as

an outlined idea of crucial information for comprehending one's own experience

in the field and linking it to the performance of others, such as teachers,

executives, friends, and parents. Students frequently receive this feedback from

their teachers, parents, supervisors, and external experts.Head teachers typically

provide teachers with feedback that includes a variety of options and useful

information. In 1998, Black and William identified two of feedback's most

significant characteristics: giving the right instructions and solutions, which is

called directive feedback; and effective feedback, which provides guidelines for

teachers to use to improve their own learning experiences.

Professional Duties

The art of teaching is to teach, to teach well and to teach even better. The

term professionalism has emphasis on the criterion and requirements for the job in

general and also the competence of the employee to be an effective and true

professional (Englund, 1996). Evaluation of teachers highly depend on their

commitment to their professional duties (Schmidt, 2001). Scotter and Motvidlo

(2006) describes the professional duties as a professional teacher needs to

understand the duties and responsibilities assigned such as proper grip on the

subject-matter and fulfill these responsibilities on time. A professional must know

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the standards of teaching and is able to practice these in school. Every duty of a

professional teacher can be taken as a standard to asses their Performance.

Additionally, Mani (2002) has categorized a professional teacher as a jack

of all trades such as an expert class manager, a good analytical instructor, a dutiful

employee and also a skilled in pedagogical knowledge. Lefkowitz, (2000) stresses

on the professional responsibilities regarding conduct and behavior towards heads

and other staff and their ethical relation to students and their peers.

Teaching Standards

The education sectors in Pakistan are now more focused on the improvement

of the teaching standards in education at all school, college and university level.

There is a revolution in teachers’ training programs and school teachers’

performance is very much in lime light now a day. Teacher contribution in

developing teaching standards is crucial because of their leading role in

profession. Their involvement signifies the recognition of the important skills,

experience, and their involvement in performing their responsibilities effectively

(Hess and West, 2006). The Higher Education Commission of Pakistan (HEC)

has established the National Accreditation Council for Teacher Education

(NACTE). NACTE has established ten Professional Standards for Initial

Preparation of Teachers in Pakistan (Government of Pakistan, 2009). These ten

standards include:

1. Subjective matter Knowledge

2. Human Growth and Development

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3. Knowledge of Islamic Values and Life Skills

4. Instructional Planning and Strategies

5. Assessment

6. Learning Environment

7. Effective communication and proficient use of information

communication technologies

8. Collaboration and Partnerships

9. Continuous professional development and code of conduct

10. Teaching of English as a second/foreign language(ESL/EFL)

Professional Development and Promotions

Mullins (2005) defined the professional development of a teacher as: the

development of the significant, meaningful and lifelong learning of the teacher, in

which teachers improve their conceptions and change their teaching methods; it is

a process that includes the development teacher’s individual, professional and

social dimensions and embodies the teacher’s development to becoming a critical

sovereign, sound decision making and behavior. .According to Rasheed, Sarwar,

and Aslam (2011), an official performance evaluation system is necessary for the

following reasons: making well-informed choices regarding termination,

transfers, salary increases, promotions, and demotions. According to Blandford

(2000), the majority of future decisions are made on the basis of performance

evaluations. These decisions can be either "formative," which is used to raise

quality standards, or "summative," which is used to decide on pay raises,

promotions, and job status.

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Time and Resources Conservation

In the past years, many researchers have identified that by using online

faculty evaluation performance of employees gets better as compared to paper-

based system. The online method of evaluation has numerous benefits over the

old-fashioned paper-based system. The online system is superior as it saves paper,

time, funds and it has proper timeline. Some might argue its impartiality and

faster feedback makes it way better then manual report (Park & Word 2012).

Even though, in the online method of evaluation, evaluator have a lot of time

which to provide their evaluation. Also it must be noted that traditional PER is on

a time crunch for supervisor as they need to be signed, marked and rated manually

which is a hassle for them and paper-based PER requires a lot of resources but

online is paper-less and cost saving as it maintains an online record ( Werther &

Davis,2017 ).

Professional Excellence

Professional Excellence expresses in its meaning the skills that may make

someone a skilled professional. According to Irvine (2003) there are essentially 3

skills/qualities that make a person a true professional expert that are the ability to

work unsupervised, the capacity to confirm the accomplishment of a task and the

capacity to behave with a sense of integrity all the time..Prabhu (2012) in his

article ‘how to achieve professional excellence ‘clarifies that overall performance

needs to be evaluated on the grounds of requirements, targets and goals of private

and governmental institutions and how these are fulfilled.

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CHAPTER II

REVIEW OF LITERATURE

2.1 Performance Evaluation in General

The employee's own performance or the job's requirements are related to the

system for assessing performance. It is also brilliant for establishing teaching

standards and job criteria to compare the appraiser's performance to those

established standards and criteria. The organization's usefulness is developed,

enhanced, and expanded through this methodical procedure. Additionally, this

system is crucial to the achievement of the goals and objectives of the

organization (Clark, 2015).

Management's role in providing employees with clear goals and objectives

is critical to the effectiveness of the evaluation system. The evaluations of

performance must be rated objectively, and the employees' best efforts regarding

their work are required. Additionally, the Performance Appraisal System provides

employees with feedback with the goal of inspiring and motivating them to

improve their performance. In today's world, the teaching-learning process relies

heavily on performance reviews. According to the OECD in 2005, the framework

used to evaluate teaching in schools may have a significant impact on school

progress and teacher development.

Pakistan is one of many nations with its own Performance Appraisal System.

Experts in the Punjab Education Department have classified and discussed PAS of
 24

teachers in a variety of ways (Qasim, 2018).By developing a superior education

system that spans pre-essential to advanced education, Pakistan intends to

participate in the global education economy. This cycle will primarily rely on

educators. Since Pakistan's Educational Administration is in charge of providing

high-quality education at all degree levels, the Education Ministry implemented

National Professional Standards for Teachers in 2009 to improve teacher

education (Government of Pakistan, 2009).The qualities, information, and skills

that teachers need to improve students' learning are outlined in these standards. To

increase the value of education, all of these methods are required, but they won't

be convincing without a legitimate arrangement of educators' exhibition

assessment.

In Pakistan, the PER system is used to assess teacher performance in both

public and private schools, with distinct approaches to the actual performance

evaluation. The evaluation is confidential in public schools, hence the name

"Annual Confidential Report" (ACR).However, it is now known as a "Report of

Performance Evaluation," and it is primarily based on overall performance

without taking into account teachers' motivation to effectively teach students and

manage the classroom. These evaluations are conducted annually in public

schools for accountability, promotion, and pay raises, so they are less concerned

with teacher professional development or education quality. According to

Rahman (2006), the majority of private schools in Pakistan evaluate teachers

based on their classroom performance and students' successful learning.

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In Pakistan, as well as in India and Sri Lanka and other countries on the

continent, the Annual Confidential Report (ACR) was used to evaluate the

individual performance of teachers. Since 2013, the Pakistan Performance

Evaluation Report (PER) has been used in place of the ACR to assess teachers'

professional and personal achievements and shortcomings. Teachers have been

given goals and targets in the PER to help them meet educational and professional

standards. In order to achieve these goals, teachers must perform their duties

effectively, and head teachers play a crucial role in the evaluation process.

According to Taut and Sun (2018), the head teacher plays a crucial role in putting

the evaluation system into place so that teachers can improve their performance.

Heads are regarded as one of the fundamental components of the evaluation

procedure.

It is impossible to deny the significance of teacher evaluation systems in

schools. Literature demonstrates that teacher evaluation is essential for effective

teaching. It covers a lot of ground in both public and private schools (Charles et

al. 2003).According to a study that was carried out in 2001 by Lam, teachers

believe that the performance evaluation system ought to be fair and impartial.

According to Fryer, Antony, and Ogden (2009), the Performance

Appraisal System helps teachers develop the necessary attitude and may improve

their performance.An appraisal system that is based on the employee's own

performance and attitude toward their evaluation has been shown to improve

education quality (Arif & Ilyas, 2012).In addition, employee performance can be

enhanced to enhance student learning and effectiveness.Teachers and school

 26

administrators alike have praised the current evaluation system for its contribution

to their professional and personal growth as subject-matter experts. This

procedure involves two components: First, staff development is a two-way

process between an appraiser and an appraisee. Second, it can only be done if the

process is kept private and the results are kept secret. Murdock (2000)

emphasized that teachers' insightful learning skills are endorsed by an up-to-date

evaluation system, which provides a reflective perspective on their performance

as teachers. Taking into consideration the preceding literature, it is possible to

analyze the fact that the efficiency of a teacher's evaluation is a process based on

teacher perceptions.

According to Borg (2018), "official performance evaluations, typically

steered by a school level administrator, to review an individual teacher

performance" can sometimes be used interchangeably with "evaluation and

assessment of teachers." However, "performance appraisal of teachers" is more

specific.This way, teacher evaluation is just one part of a larger process that may

also include informal assessments. The most important aspect of changing the

education system by improving teaching quality is teacher performance.

2.2 Importance of Performance Evaluation/Appraisal System

Evaluation/Appraisal system has several benefits for teachers if it is done in a way

useful way so that it can fetch a mystic enhancement in performance of a teacher

 27

and can charge their attitude to bring an innovation in their own teaching, learning

and self-development. A number of teachers reported that the feedback of their

performance is helpful, unbiased and beneficial for development and

improvement of them as teachers. Appraisal or evaluation is a supportive way of

informing employees about the quality of their teaching to aid continuous

professional development.

 It supports the improvement of instructional skills and subject competency

of the instructors.

 It helps to develop a positive attitude towards ongoing teaching process.

 It helps in promoting development of teacher.

 It inculcates learning and professional growth among the teachers.

The performance appraisal system helps to fortify the schools as learning

communities to provide teachers an opportunity to engross in professional

exchanges and collaborative analyses which nurture nonstop development and

growth of institutions to appraise the teachers performance (OECD, 2009).

It is very important that the appraise stays in touch with the performance

evaluation continuously, in order to avoid any surprises, one should not make a

significant effort to catch up on the recording of performance incidents, and there

should be little, if any, new information that needs to be shared during a year-end

evaluation. Instead, it focused on integrating and evaluating the particular aspects

of performance and job, as it has been observed in the past. A performance-based

appraisal should take these aspects into consideration and discuss them with

employees throughout the year

 28

2.3 Current Practices of Performance Evaluation Report at

Schools

A PER is a type of summative report with multiple sections.Employee

performance is evaluated by the Punjab School Education Department (SED)

using a private annual performance evaluation system.Department heads are

accountable for ensuring that annual PERs are written on their employees or

subordinates under this system (Appelbaum, 2011).The distribution of evaluation

forms known as PER to all department heads for distribution to their subordinate

officers marked the beginning of the process of writing the Manual Performance

Evaluation Report.

Employees with a salary grade BPS -16 or higher are required to complete

Part-I of these forms. Personal information about the employee can be found in

Part I of the PER form. This information includes the employee’s department or

office, name, National Identity Card number, date of birth, position held during

the reporting period, a list of targets that were achieved during the current session,

a description of the shortfall in achieving targets, training received, and a brief

description of the primary responsibilities. The date of entry into the government

service, the current substantive grade, the date of appointment to those grades, the

course or courses taken during the reporting period, and other details are also

included. The teachers are required to respond to two additional questions in Part

I:
 29

1. Do you believe that you have made a significant contribution to the

public during the period covered by this report?

2. What can you do to increase your efficiency and work more

effectively?

The employee then signs the form to confirm their information, and the

Reporting Officer (RO) completes part-II of the form. Part II includes a number of

evaluation parameters that need to be evaluated and started on a three-point scale

from A to C. A stands for "very good," B stands for "satisfactory," and C stands

for "unsatisfactory" performance. The relevant columns that indicate whether a

subordinate is "honest" or "corrupt" are also initiated by the RO. Last but not

least, a secret copy of the same form is sent to the Countersigning Officer. The

reporting officers are required to provide specific justifications for these kinds of

recommendations. To support the reporting officer's evaluations, additional

information that is not included in the form's body is provided when

necessary .The appraise whose performance is being evaluated does not have any

further access to the report form at this point. The evaluation forms are returned to

the central administration for storage and eventual retrieval after this official

procedure has been completed. A growing emphasis on teaching team

performance evaluation has resulted from high educational institutions' ever-

increasing demand for proper accountability.

The Performance Appraisal System, as defined by the OECD (2013), is

generally regarded as the formal method that a school employs to evaluate

 30

teachers’ performance and usefulness in the classroom. Ideally, these evaluation

or appraisal findings are used to give teachers useful feedback and support their

professional development. Even advanced nations like the United States, England,

Canada, Singapore, and Australia, among others, have recognized the teacher

performance evaluation system as one of the most crucial components of their

educational systems. For this purpose, these countries have their own framework.

According to Armstrong (2005), performance appraisals are a systematic

method of assessing a worker's performance for advancement. This research

refers to school staff employees whose work must be assessed because they

contribute to the achievement of educational goals. This is grounded on the

assumption that good evaluation should include the use of appropriate and

approved appraisal techniques, which is the foundation of this study. According to

Roberts (2003), defining and expressing evaluation objectives provides clarity to

the employees since all staff members have an opportunity to discuss

organizational objectives and identify their contributions to the accomplishment

of those objectives.

The success of any education system can easily be traced back to the

annual results of students. In other words teacher’s performance can be judged on

how well their students have performed in exams and overall performance of

students in exams also reflects teacher’s efforts towards achieving their fixed

targets (Brown & Benson 2003). A study by Wayne and Youngs (2003) states

students’ performance in exams is related to teacher’s own performance. But

students’ learning also depends upon other factors like; the student’s own
 31

capacities, interest, family background, their peer, school curriculum, school

organization, school environment, and other resources, hence to find a specific

contribution of teacher in students’ performance is very difficult. This shows need

for a more effective PER in school education system to make development of

teachers easier and thus, students’ results should neither be the an only measure of

teacher’s performance nor it can be related to career decision of

teacher ,promotions should be judged on more than just results it needs more

quantitative and qualitative measures (Isoré, 2009). Performance appraisal is the

broad review of workers' performance and understanding of an employee’s skills

for future growth.

2.4 New Indicators of online PER by School Education

Department, Punjab

More research into evaluation in an online system is required as HR

management departments continue to shift to digital technology. According to

Dix et al. (2008), most manager-related tasks, such as salary and bonuses,

performance evaluation, recruitment, and promotion, can be completed through

MSS applications. Another term used to describe these tools is the Human

Resource Information System (HRIS), which Kavanagh and Thite (2008) defined

as the system used to obtain, store, operate, evaluate, recover, and distribute data

about an organization's human resources. The educational sector has also been

affected by these trends.

 32

As SED is advancing in every aspect of teaching and learning and new

horizons based on the digital landscape are being explored such as School

information System (SIS) and Human Resources Management information

System (HRMIS). Now teachers upload their personal information on HRMIS

using a web-portal www.sedhr.punjab.gov.pk. On this website complete record of

each teacher is maintained. This database is being used for E-transfer, maintain

leave record and filing and submitting their online PER annually. This is an

improvement of the prevalent paper-based system this HRMIS is a paper-less

network which has brought a whole public sector under a digital platform .In the

future this system will completely get rid of paper-work filing system in offices.

HRMIS has provided each employee with their on ID (national identity card no.)

and password to login and access their profile.

Under the umbrella of HRMIS teachers now have an E-profile, online

leave management, retirement and pension, finance management (advance GP

fund), manage inventory of school digitally, general synopsis of teaching and

non- teaching staff and most importantly now performance and promotions of the

employees is also online which includes 1. Online PER 2. Inquiry 3. Audit Para.

After a thorough study of literature available on performance evaluation

and online PER following indicators were found to be a new addition in the online

PER.

1. New online PER has a set timeline to assess the performance of teachers on

annual basis.
 33

2. New online PER asses the teachers on their fixed

quantitative/physical/financial objectives set by the department.

3. New online PER has a status bar which shows employees the progress of

their PER.

4. New online PER judge behavior patterns such as their reliability under

pressure.

5. New online PER contain a synopsis of the yester years report making it a

paper-less system.

6. This paper-less system is assessable at any time.

7. New online PER employee can see their feedback given by head teachers and

counter signing officers. Heads can access their signed PERs as well as their

own PER.

In Punjab all the govt. education institution especially secondary education is

in time of trajectory where this study considers performance appraisal as an

element that is believed to influence teacher performance in schools. The

Performance Appraisal was an important instrument for human resource

development. It was important for promotion as well as escalating the employee

rather than being used as an instrument. Researches identify the use of technology

for instruction and other aspects in teaching/learning is increasing (Murin et al,

2014). According to a Pakistani study by Siddiqui (2007) technology proficiency

is also viewed as a means to an end rather than an end in and of itself—better

teaching and the age of information overload, technology is being used to access

and apply information, and that technology is being viewed as an instructional

 34

tool for students. According to Bailey (1995) a teacher will be establish this

connection between education and technology and use it for improving education.

One of the goals of the Sindh Education Sector Plan 2014-2018 is to enhance

teaching, learning, and management of education by using Information

Communication Technology (ICT) to meet development challenges and realize

Sindh’s Vision 2030. This is because pre-service and in-service teachers need to

have basic ICT skills and competencies in order to fully benefit from ICT in

education. Any educational establishment’s human capital is crucial to the

provision of high-quality education. Within the confines of the students’ abilities,

available time, and resources, teachers are frequently alleged to be accountable

for their students’ academic performance. The Performance Evaluation System is

an essential first step in ensuring high-quality instruction (Koops & Winsor, 2009)

The high proportion of respondents who respond to open questions in online

feedback as opposed to manual feedback is one of the most intriguing findings

from some studies (Staker & Horn, 2012). According to Wilson & Ryan (2012)

there was a difference of more than 20% in favor of online feedback versus

manual feedback among respondents to the open question in some studies. Many

businesses now have a platform from which to improve their products and

services thanks to the rapid innovation and expansion of Internet and network

technologies. There are numerous ways that technology can aid in the evaluation

of teaching staff. Advanced technologies are proposing new techniques to qualify

teacher’s performance that had not been catered before. .McInnis (2009) claims

that Far Education University developed a web-based application to overcome

 35

many of the drawbacks of the paper-based evaluation system and to address the

shortcomings of the Teaching Performance Evaluation System and paper-based

evaluation methods.Erica (2004) says that successful web based teaching

performance evaluation system results empowered the managers and

administration for effectively (Online teaching evaluation system helped the

administration to:

 Have in-depth analysis of performance evaluation reports

 Instant feedback to the staff

 Providing poor performers/teachers guidance and counseling to increase

pedagogical

skills.

 The PERs are uploaded to HRMIS to monitor the teaching performance

effectively.

 Award points for speedy promotion.

According to Bernardin (2007), school administrators can prioritize training

and development for underperforming faculty members and provide

resources for them. Academic managers are able to make immediate

educational decisions and provide necessary intervention thanks to the timely

and accurate results that are generated through the utilization of an online

evaluation report system.. The digitalization of performance evaluation

reports makes it simple to retrieve specific and in-depth reports at any time.

The online PER System is a significant development that eliminates a lot of

printed reports, reduces printing costs, and saves storage space. Lewis (2004)
 36

described the Online PER System as a useful tool for providing both

qualitative and quantitative evaluations.

The superior reporting officer must sign and mark the new online PER on

time. Canada, Korea, Mexico, and Luxembourg use teachers' general and

professional responsibilities, Australia uses the teacher code of conduct and

overall responsibilities, and France, Portugal, the Slovak Republic, Hungary,

Czech Republic, and Slovenia use school-level rules and regulations for

development plans as performance evaluation indicators (OECD, 2013).

2.5 Usefulness of the Online Performance Appraisal

By archiving and recording ratings and comments in a location that is relatively

simple to access throughout, digital PER systems make PA more useful. As a

result, employees can reflect on their evaluation to determine the extent to which

they to need be improved and the specific feedback that their administrator

provided. Online systems also make it easier to create reports that can be used for

a variety of things, like making decisions about raises, promotions, and resource

allocation, tracking trends in ratings among employees and individual supervisors,

and compliance (Bacal, 2017). Because of all of these factors, it is reasonable to

anticipate that the administration and teachers will benefit more from the online

system.
 37

2.6 Factors of Performance Evaluation Report

2.6.1 Professional Duties

A teacher must be committed to the profession of teaching. This needs to

understand that professional duties and responsibilities are the key factors of

evaluation be it online or manual. Researchers have shown that, supportive head

teachers encourage their teachers and set professional goals for them to make sure

then their teachers show commitment to their professional duties (Nguni et al,

2006). Somech (2005) pointed a cooperative link between digital leadership,

defined as checking and supervising staff through online surveys which ensures

better commitment paradigm of staff to their duties. These teachers are more

dedicated teachers as they are digitally monitored which enhances their

professional performance and attitudes towards their job responsibilities (Park,

2005). One of the main duties of teachers is as an implementer of governmentally

issued syllabus and curriculum (Hoodbhoy, 1998). Another professional duty of

teachers is effective learning of students .There is sufficient evidence that

effective teachers are the chief contributors to student learning in classrooms and

their ultimate success in exams (Glazerman et al., 2010). The online PER system

of Washoe County in USA proved that high evaluation scores of teachers are

associated with better student learning results as quality of education is related to

performance evaluation so professionally dutiful teachers are the future of online

PER system (Borman and Kimball, 2005).

 38

2.6.2 Improving Teaching Standards

Teaching is one of the most common occupations worldwide, accounting for the

majority of personnel employed by public service education institutions,

according to Jawahar (2001).Through certification, standardized training,

accreditation, and incentives to address global teacher education challenges,

education policies have emphasized the social, moral, and professional

development of teachers since independence (Yam & Kluger, 2011).

National Education Policies and National Professional Standards for

Teachers (NPSTs) appear to have a direct impact on teacher professionalism in

order to align with the rest of the world and support teacher education. Shakir and

Adeeb (2014) stated that NPSTs and NEPs are unavoidable means of cultivating

teacher professionalism. In order to guarantee and improve the quality of teacher

education in Pakistan, the Higher Education Commission of Pakistan (HEC)

established the National Accreditation Council for Teacher Education (NACTE)

as an independent body to accredit all teacher education programs offered by

public and private sector institutions. As a result, NACTE has created ten

Professional Standards for Pakistani teachers’ initial preparation (Government of

Pakistan, 2009). These ten requirements include:

Standards Title

Standard-1 Subject Matter Knowledge,

Standard-2 Human Growth and Development

Standard-3 Knowledge of Islamic Values and Life Skills
 39

Standard-4 Instructional Planning and Strategies

Standard-5 Assessment

Standard-6 Learning Environment

Standard-7 Effective communication and proficient use of Information

Communication Technologies

Standard-8 Collaboration and partnerships

Standard-9 Continuous professional development and code of conduct

Standard-10 Teaching of English as a second/foreign language (ESL/EFL).

Since Pakistan's establishment, eight education policies have been

announced, and in 2009, the National Professional Standards for Teachers were

established to promote teachers' professionalism through knowledge and skills in

the areas of subject content, human development, religious (Islamic) values,

instructional strategies, assessment, learning environment, verbal, nonverbal, and

written communication, and partnership. The quality of teacher education is

further guaranteed by the establishment of the National Accreditation Council for

Teacher Education (NACTE), whose primary focus is on ongoing professional

development. According to the Australian Institute for Teaching and School

Leadership (2011), numerous studies suggested that teachers' knowledge, skills,

and attitude should be the focus of their performance evaluations, which can

facilitate professional development.NACTE, 2009).

For improved professionalism and professional development, the PER

system of SED has set out to meet and exceed these standards. A digitized SED
 40

cannot be achieved unless PER reflects these standards, so meeting standards in

the teaching profession is crucial under current working conditions. According to

Krishnaveni & Anitha (2007), these national professional standards promote and

maintain a better working environment that recognizes best practices and policies,

develops the system, and ensures high operational quality. The quality of the

department’s standards has made it clear that quality learning is dependent on

quality teaching (MOE, 2009). According to Jamil et al. (2012), the teaching

profession’s involvement in education policy reforms is an important part of

educational development in Asia, which is rapidly undergoing cultural and

socioeconomic change. As a result, it can be asserted that educational standards

and policies have a significant impact on teacher professionalism. As a result,

NEPs and NPSTs ought to lend a hand in encouraging teachers to become more

professional. For professional teachers to carry out a high-quality teaching-

learning process, it is crucial that policy and professional standards are aligned in

this regard (Shakir & Adeeb, 2014). Aswathappa (2003) states that framing and

setting performance standards of the employees rejuvenates and empowers them

to take responsibility of their duties. They get motivation and inspiration to

improve their performances and move forward.

2.6.3 Effective Feedback

A specific aspect of evaluation is proper feedback, which is a main actor in

achieving better performance appraisal results (Day & Leithwood 2007). School

evaluation with a view to school improvement may emphasis on providing useful

data for making and monitoring development easier it can support head teachers
 41

and teachers. Assessment of teacher’s performance and successive feedback can

also benefit stakeholders to improve schools through more well-versed decision

making (OECD, 2005).

The majority of management practices include providing employees with

performance-related feedback. According to Klinger, “actions taken by (an)

external agent (s) to provide information regarding some aspect(s) of one’s task

performance” is the definition of this type of feedback. Craig (2011) gives the

impression that feedback is “information” or “knowledge” given to employees to

make them pay attention to how well they did. If it is done well, performance

feedback can be a source of motivation for employees. Teachers are also

concerned about performance feedback because they want to know how close

they are to completing their responsibilities and reaching their goals. However, it

appears difficult to provide and receive feedback on a paper-based report. A

comprehensive review and analysis of the effects of feedback was published by

Kluger and DeNisi (1996) in the middle of the 1990; their meta-analysis of the

feedback literature includes 607 feedback effects and 131 articles from 1905 to

1996. According to Kluger and DeNisi, feedback does not always produce the

desired outcome when compared to public opinion, as when a piece of paper

determined an employee’s future. More than a third of the studies, or 38 percent,

demonstrated that feedback actually decreased performance. The education

system of a nation may or may not have a proper policy to evaluate teachers’

performance by using an online means or manual, but school leaders provide

teachers with verbal or written feedback in order to improve their professional

 42

growth, such as in Denmark, Norway, and Iceland (OECD, 2013). Effective

feedback should include suggestions from employees, as included in the online

PER of SED. Teacher assessment structure can federal i.e. controlled by the state

itself or chief authorities or it may be dispersed i.e. controlled by the provincial

authorities. However, it may be done it needs to provide a feedback to the staff

timely (Mead et al., 2012). National standards of education can only be achieved

if feedback it provided to eliminate and concerns of staff. Authority of heads are

related to teacher’s motivation, assessments and a proper feedback has received

little to not attention in Educational policies of Pakistan but digitization attempts

of current ministry has put a foot forward to solve these issues. On the subject of

teacher supervision, the Local Government Ordinance (LGO) 2001 transfers all

authority for evaluation teachers up to the secondary level to the district

governments (Government of Pakistan, 2001). In the pre-devolution period, the

District Education Officer (DEO) was in charge of teacher supervision and

assessments, now this has been made online it can be more effective in making

SED a better institution. Effective feedback practices can not only deliver

valuable information to the staff in improving their teaching but make them

educators for students

2.6.4 Professional Excellence

To cope with worldwide issues, evolving teaching methods and to

improve quality of evaluation, every profession is directed through policies,

principles, and standards. For employees to achieve professional excellence in

their careers, professionalism is essential (Ahmad, 2011). Professionalism,

 43

according to Hoyle (2001) is not about elevating one's status but rather about

providing superior services. In addition, Naylor (2001) explains that

professionalism and professional excellence is a multi-dimensional model that

includes teachers’ attitudes toward their work and the achievement of national

professional standards. As a result, it could be defined as the respected

professional grade (Carini et al., 2003), improvement in service quality (Hoyle,

2001), meeting all organization standards, professional independence, and self-

discipline. The writings also show that teachers’ qualifications and training are

crucial to their professional success and education standards. The manual report

could not complete any of these impossible tasks. The number of years a teacher

has worked in the department is known as their teacher experience.

Many studies show an encouraging affiliation with teacher’s experiences

with their professional excellence and also achievements of their students (Wayne

& Youngs 2003). The search for professional excellence encourages and advances

their distinct professional development thus contributes to the performance

evaluation of teachers (DuFour & Berkey 1995). Evaluating teaching staff on

their efficiency to complete tasks on given time is of the main factor affecting

professional excellence directly correlates to teacher performances in schools.

Teachers with a higher efficiency show better levels of planning, collaboration,

organization, reflection, and responsibility regarding their job they are open to

new approaches to their performance (Jerald, 2007). The structures of

professional excellence are exhibited as a result of professional preparation and

 44

practice based on policies and professional standards given by the department

which are better showcased in online PER (Goldhaber & Brewer, 2000)

2.6.5 Improving Assessment on Aspects of Job

Evaluation can only be effective if the objectives are aligned with the

aspects and incentives of job requirement of appraise (Glazerman et al., 2010).

Evaluation of employees is related to creating incentives and promotion so it must

be aligned with aspects of the teacher’s job so that employees are motivated to

perform well (OECD, 2008).

It has been established that self-efficacy increases when teachers start

showing responsibility in their behaviors in teaching which only happens when

they are evaluated on aspects their job (Demirel, 2011). Being aware of

obligation of teaching and, trusting that they can transfer knowledge to the

students, increase learning of students only if teachers are held accountable to

their job duties (Gunduz, 2014) Student’s result is also an aspect of job that can be

used to measure performance.

Saeed (2003) agued result of students is related with teachers’

performance. Results of students can be used to evaluate the performance of

teachers and efficiency of education system to improve learning of students and to

improve the education system itself (Ministry of Education Government of

Pakistan, 2009) A Pakistani study claimed that assessment and evaluation of the

teacher’s job aspects is most valued if lesson planning and objectives related to

teaching in classroom effectively is included as well and also if the goals and
 45

targets are numbered (Farooqi., Khan., & Arsalan, 2011). Rice (2003) found a

significant relationship among educator’s job experience and results of their

students. The experience aspect of a teacher’s job is also formative in a better

evaluation of performance.

2.6.6 Professional Development and Promotion

Day (2007) identifed that professional development has a certain effect on

teaching quality and it can enhance chances of promotion. Many researchers

found that teachers’ professional development experiences showed only partial

associations with increase in their efficiency but it was only true for the prevalent

paper-based evaluation system. The process by which educators review, reaffirm,

and broaden their commitment to the moral goals of teaching is known as

professional development.

Continuous professional development (CPD) is an important term

introduce to all types of interventions in which educators get involved during their

jobs. It comprises all those tasks that influence the classroom environment and the

nature of their job. Continuous professional development has multiple roles, it not

only systematizes training and education activities and events for professionals to

ripen their professional skills and proficiencies, but also how to classify skilled

and capable professionals as part of a working community for their timely

promotions and success in their particular fields the old system of paper-based

PER needs to be revamped according to the digital needs of institutions

(Dommeyer et al., 2004) So technology based advancements for teacher’s

 46

evaluation and betterment can elevate the process of professional development

and promotions.

Effective input of society in modern and technology-based knowledge

supplemented voluntary learning and development of the employees. Professional

development has been very important in maintenance and enhancement of

teaching and learning quality in schools now that the world has accepted the

digital revolution at management level in all other walks of life education should

also consider its potential in faster promotions and better evaluation of

performance (Harris 2011).

Online PER also enables the in generating reports which can be used for

numerous tenacities that include compliance, chasing the trends of personal rating

and also rating by a supervisor and making judgment with respect to pay raises,

scale upgradation, and allocation of resources.

2.6.7 Time and Resource Conservation

Digital PER is an alternative method for giving PER to employees.

According to Sheenan and McMillan (1999), respondents take approximately 7

days to respond to an online PER, whereas they take 11.8 days to respond to a

paper-based PER .At first glance, paper resources may appear to save money

(Sheenan & Hoy, 1999). However, there are “hidden costs” that must be

considered, such as those associated with the design, operation, and upkeep of

paper records (Watt, 1999) (Yun, 2000).However, web-based surveys have a

lower cost per questionnaire when compared to mail surveys (Yun, 2000).
 47

Another advantage of using online surveys is that respondents tend to

respond more fully to open-ended questions (Yun, 2000;Sussman & Sproull,

1999) and the researchers' ability to immediately provide respondents with the

most recent aggregate results (Yun, 2000), both of which have the potential to

increase participation.

According to Tsui and Cheng (1999) email surveys are superior to paper

surveys because they are less expensive; they eliminate cumbersome mail

processes; they transmit data more quickly; they are less likely to be regarded as

junk mail; they encourage respondents to respond; and they can be interpreted as

being friendly to the environment. Work advancements like digital PER and

technology-driven automation, according to Kavanagh and Thite (2008), are

likely to reduce costs, save time, and improve quality. According to Beckers and

Bsat (2002), HRMIS aids in the collection of appropriate and accurate employee

data. The web-based approach and online PA have made administrative tasks

much simpler. Employees’ explicit performance feedback has been elicited and

disseminated thanks in large part to the digitization of the appraisal system.

2.6.8 Need for Improvement

Briceno (2010) says that impartiality of the Monitoring and evaluation

(M&E) system of the employees makes it more realistic and reliable. So it is

required to improve an accurate model for M & E system which should be

sovereign up to some extent and also dependable and authentic in society. The

performance evaluation system must endure its proposed objectives. Principals,

 48

head teachers and secondary school teachers themselves experience and note their

performance level for further improvement in their careers.

Pre training is essential before launching or introducing any new program

or scheme for the professionals. As Sudjana (1995) said that professional work is

a work which can be led by those who are trained to. It is not a work steered by

those who cannot do it or who do not get other careers.

Hedge and Borman (1995) anticipated that appraisee’s behavior and

attitudes towards PER can play a pivotal role in process of evaluation and these

systems may continue to develop with time. Moreover employee responses to PA

can dominate employee motivation, efficiency, and job commitments. School

managers must take into account the faculty needs. Those who are not up to date

with digitization of this whole process, must be attended individually and fulfill

their needs.

By deploying an effective online PER system technology can prove to

useful for many future prospects where information technologies can provide

supervisors the necessary tools for the decision-making process, in the provision

of rudimentary services and amenities, in redesigning of the programs and

improvement plans of action to cater and satisfy student and faculty needs (Lewis

& Janet 2003).

 49

2.7 Conceptual Framework

Professional Duties (dependent variable)

Improving Teaching
Standards(ependent variable)

Effective Feedbacka(dependent variable)

Usefulness (independent variable) Improving Assessment on Aspects of Job

(dependent variable)

Professional Excellence.(dependent
variable)

Proofessional Development and

Promotion(dependent variable)

Time and Resource Conservation

conservation

Need for Improvement(dependent

variable)

Fig 2.7: Conceptual Framework

According to previous research on manual PER and after reviewing the

literature, following factors were identified about new online teachers’
performance evaluation process including: 1. Indicators of the teacher evaluation
based on specific and fixed targets i.e. quantitative/physical/financial, 2. purpose
of the online evaluation, 3. Improvement in process of evaluation due to its
digitalization,4. Importance and usefulness of feedback from online performance
evaluation process and its role in promotion and achieving professional excellence
down the road.
 50

CHAPTER III

RESEARCH METHODOLOGY

A comprehensive picture of the study’s methodology and procedure is

presented in this chapter. Research Design, Population of study , Sampling

Method, Sample Size, Description of Research Instrument, Data Collection and

Analysis Procedures, Software Used, Method of Research, Ethical

Considerations, and Inclusion/Exclusion Criteria are all part of this study’s

process.

This chapter describes the process and method used to find out if schools

use manual or online Performance Evaluation Reports (PER). The factors that

contribute to the usefulness of both online and manual performance evaluation

reports in schools were examined and tested using the positivist method. One of

the most talked-about topics at educational events and conferences all over the

world right now is how to effectively deal with new trends that have influenced

how educators and teachers explain who, what, and how in education and

teaching. We have been forced to constantly revolutionize and update our

curriculum and pedagogy, assessment and evaluation, and entire leadership and

management in order to maintain and safeguard the usefulness of the education

system due to these profoundly changing trends and tendencies—globalization,

digitalization, variations, and broadening of learning and teaching demands (Tan

et al., 2011). By looking at it this way, this research has helped us learn a lot

about what teachers and educators want and don’t get then determining the

educational sector’s approaches, policies, innovations, and advancements. The

 51

invention and presumption of knowledge are at the center of the philosophy of

research.

According to Crotty (1998), positivism, also known as objectivism

epistemology, is a methodological and procedural philosophy in quantitative

research that employs natural science methods to discover and determine the

study of social science. According to Hammersley (2013), this means that

understanding actual phenomena must be measured and supported by evidence.

Empiricism and foundationalism led to positivism; Positivism and proving or

disproving hypotheses are highly prized by positivists. The term “positivism” is

frequently used in the natural sciences, where researchers have held the belief that

reality is singular and objective. They are utilizing it as an objective phenomenon,

and they are able to reach the truth by simply hypothesizing their assumptions and

testing them in accordance with them by employing some method of collecting

data related to assumptions through questionnaires. The quantitative findings will

help to provide a comprehensive answer to any research assumptions or questions

if appropriate sampling, instrumentation, and statistical treatments of the data are

used (Cohen et al, 2011).

The primary objective of the positivist paradigm is to assist positivist

researchers in gaining a clear understanding of the objects through empirical tests

and methods like sampling, measurement, questionnaires, focus group

discussions, and so on. This suggests that positivist researchers’ insights and

visions may have a high standard of validity and reliability (Cohen, 2007) and be

applicable to a large population. Using the quantitative methodology, aided in

 52

accomplishing the goals of study through self-constructed survey questionnaire

and testing the hypotheses through statistical procedures. The optimism approach

was suitable for this study, because it provided different means and statistical

procedures to compare the usefulness of online PER over manual reports among

head teachers and teachers (Johnson & Onwuegbuzie, 2004).

3.1 Design of Research

The research design means the quantification and analysis of variables in

order to obtain quantitative results. It entails using and analyzing numerical or

mathematical data using specific statistical procedures and methods to answer

questions such as who, how much, what, where, when, how many, etc (Aultman.,

Johnson., & Schutz, 2009).

Quantitative research focuses on gathering numerical data with the goal of

explaining a particular phenomenon or extending it to other groups of people.

This study is the result of a quantitative study that compared an online report to a

manual report using the platform of a new innovation in the school education

department. The data were collected quantitatively as part of the quantitative

design of the study, and the various tests that were carried out using SPSS version

21 were used to test them. The researchers used a survey method to conduct

descriptive, correlational, and regression analyses. More concisely, Sukamolson

(2007) states that a survey is a type of quantitative research that focuses on

“sampling questionnaire, questionnaire design, questionnaire administration” in

order to collect information from the population or target group being studied and

then analyze the data to better comprehend their behavior and characteristics .
 53

3.2 Population of the Study

In order to choose the group of people to whom to generalize the result

of the research study is called population (Rubin, 2005). Similarly Creswell

(2008) elaborates population as; it is a group of people or individuals who

have same characteristics. The population consisted of randomly selected

around 75 Head Teachers and 175 Teachers (100 male and 150 female both)

of 75 public high schools of School Education Department in Sahiwal, Punjab.

The schools were divided into two categories schools in rural areas were 189

and urban areas were 61.The schools involved were public sector pure

government schools and teachers were asked through Whatsapp, postal

services, and email shared in groups. The teachers and Head Teachers of the

Punjab have been contacted and their participation was kept confidential.

3.3 Sampling Technique

The sampling technique was Random Stratified Sampling Technique as the

population was divided into strata based on gender, locality of school and post

held by the respondent in SED, qualification both academic and professional,

experience and time spend in current school etc. In random sampling techniques,

the participants of the study have equal chances to selection. It gives actual and

representative data of the study. In order to obtain demonstrative data that can be

used for generalization, all respondents will be selected at random. According to

Dillman (2000), this method can result in a diverse range of viewpoints

 54

3.4 Sample of the Study

A sample is the subpart of population that represents and signifies the

characteristics of whole population known as sample (Ghaljaie et al, 2017). The

researcher collected data from District Sahiwal comprised of 97 schools as a

sample of this research. A randomly selected sample size (n=250) of teachers and

head teachers (both male and female) was considered for this research study who

filled the questionnaires provided by the research and responses were then

recorded which would be analyzed later on through SPSS.

3.5 Description of Research Instrument

As these provide employees with information from a variety of

dimensions, performance evaluation instruments play a crucial role in the

development of performance evaluation. There are two levels at which schools

can conduct performance evaluations: for the teachers’ accountability as well as

their professional growth and excellence (Irvine, 2003). A self-constructed

questionnaire with the same closed-ended questions was used to conduct the

study. According to Singh (2007) the questionnaire may be able to provide the

consistency and reliability of responses that are necessary for conducting the

research.

The researcher used five-point likert scale (Strongly Agree = 5, Agree = 4,

Undecided = 3, Disagree = 2, strongly Disagree = 1), 37 closed-ended questions

and 10 demographic questions were included in a survey questionnaire. By using

closed-ended questions, the appraisee can simply tick a box to indicate their

responses, making it simple to collect information and data. Data can also be
 55

easily shown in graphs or bars to find any patterns or movements and compare the

appraisee’s behavior. Responses will be more reliable when closed-ended

questions are used because respondents can simply reveal their responses from

predetermined answers (Marshall & Rossman, 1999).

There were developed eight factors to make a comparison of usefulness of

online PER and manual PER namely:

 Professional duties

 Improving teaching standards

 Effective Feedback

 Improving assessment on aspects of job

 Professional excellence

 Professional development and promotion

 Time conservation and resources

 Need for Improvement

Table 3.14.
Instrument’s Factor Wise Item Division
Factors Items

Professional duties 12-15,17

Improving teaching standards 14,16,26

Effective Feedback 1-3,18,21,31

Improving assessment on aspects of job 8-11,27,28

Professional excellence 5,23,24, 25,29

Professional development and promotion 4,6,19,30

Time and resource conservation 20,22,7

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Need for improvement 32-37

Factors were considered as a standard to develop the questionnaire and the

hypotheses were formulated based on correlation between these factors. These

hypotheses were then tested and results obtained were studied and discussed to

compare the usefulness of online PER over manual PER.

The questionnaire mainly consisted on demographic information of the

respondents and on the variables (Professional duties, Improving teaching

standards, Effective Feedback, Improving assessment on aspects of job,

Professional excellence, Professional development and promotion, Time and

resource conservation and Need for improvement. A consent form was also

provided to take permission of respondents and also give them option to back out

as they pleased. The consent form also ensured respondents about the

confidentiality and secrecy of their information.

3.5.1 Reliability and Validity

To check the validity of the questionnaire, experts’ opinion was sought

out. These questions were reviewed by the supervisor, and then these were

forwarded to educationists, research officers and language experts for the sake of

professional opinion. Their opinions were incorporated for improvements in the

research instrument.
 57

To ensure the instrument reliability, Cronbach’s Alpha coefficient was

calculated for each factor which was more than 0.8 for all factors it simply

indicates that objects were working in a reliable way in the test.

3.6 Procedure of Data Collection

Emails and whatsapp groups were used to collect the required data. In

addition, the researchers met with fifteen head teachers to collect responses to her

questionnaire via postal services and WhatsApp. The questionnaire reflected the

fact that the study was about comparing the online PER system to the manual

PER system. The data was collected from public schools of Sahiwal Punjab.

Questionnaire comprised of two section one for demographics and second section

main questions according to the variables formulated for this study.

Questionnaire was developed in accordance with the goals and objectives

of the research. It consisted of closed-ended questions, to which respondents were

directed and instructed to respond using five levels of Likert scale. Respondents

were given consent forms and were informed that their identities would be kept

secret and respondents are welcome to quit the study any time they wanted to.

The data was collected quantitatively and analyzed using a variety of tests

performed with the statistical package for social sciences (SPSS).

3.6.1 Data Analysis Procedures

The collected data was analyzed statistically by the researcher analyzes For

quantitative analysis, responses were collected on a demographic form comprising

10 questions (comprising head teacher/teacher’s name, age, gender, professional

 58

and academic qualification, experience in teaching and administration, total

experience, school name and designation) and a self-constructed questionnaire

consisting thirty seven questions all closed-ended. The researcher used a 5-point

Likert scale for each statement. To indicate their responses, respondents were

required to select an option. The data were analyzed with the help of the statistical

package for the social sciences (SPSS) (Danial, 2004)

Reliability statistics of questionnaire, Percentages Scores, Frequencies,

Means, Standard Deviations (SD), Regression Analysis and Correlation Analysis

were implied for data analysis according to the hypothesis which has been

formulated for the study. The details of the data analysis will be discussed in the

next chapter.

3.6.2 Software Used

The researcher used a version 21 of SPSS Statistical package for analyzing

the quantitatively collected data through self- administrated questionnaire.

3.6.3 Method of Research

To attain objectives of research set up by the researcher the survey method

of research was used. The survey research method is concerned with the present

(Tkeagwu, 1983). According to Akuezuilo (1993) it seeks to find out such factors

whose affect are obviously there or trends that are developing. He also noted that

its interpreters and seeks to find out the relationship of variables that exist and

hypotheses based on correlations of these variables. The general purpose of a

survey research is to reveal current situations, to point out the acceptability of the

status and to show the need for change. It is primarily concerned with sampling
 59

people’s opinion in relation to the variables under study.

3.7 Ethical Considerations

Ethical considerations for the study was as followed:

 The participants were pledged that their identity would remain anonymous.

The data would remain confidential and used just for the sake of this research

and not for any other purpose.

 Participants of the research had the right to quit or withdraw at any point of

time in the study. No compulsions were made.

 Researcher tried to include questions that related to all of the participants.

 The questionnaire was designed to be non-deceptive.

3.8 Inclusion/Exclusion Criteria of the Study

Following were the inclusion criteria

 Public schools of District Sahiwal.

 Teachers and head-teachers of public sector high schools of District Sahiwal.

 Teachers and head-teachers who had experience of government job of at least

1-5 years.

 Teachers and head-teachers who have experience of both online and manual

PER.

Exclusion Criteria

The exclusion criteria are as follows

 This research does not include all other public schools of other districts in

Punjab.

 All private and semi-government schools.

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CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

The purpose of the research was to investigate and compare the usefulness

of online performance evaluation report and manual report. SED developed a

HRMIS web page to update teacher’s credentials and all service record including

digitalized performance evaluation reports. This chapter contains

purpose/objectives of the research, research hypotheses, and how the researcher

analyzed data. A quantitative research method was used to conduct present study

and the data was collected through a self-constructed questionnaire.

The purpose of the study was to compare usefulness of digitized

performance evaluation report and manual PER system. Moreover its contribution

to develop professionally ethical environment, to examine new indicators of

online PER and concerns of the employees regarding digitized PER, were

included.

For quantitative analysis, a questionnaire was used which contained on

two sections, one was contained on the demographic information and other was

related to the variables which were used in the current research. For collection of

data and measurement instrument questionnaire (survey) based was used as

(Singh, 2007) stated that the questionnaire can have the potential to give the

reliability and consistency for response which is essential for conducting the

research. The development of proper questionnaire with different sections is very

important and can play a pivotal role in the meeting with true essence of the
 61

research. The respondents were guided and asked to respond the questions on five

level measurements of Likert scales. The researcher developed a questionnaire on

a 5-point likert rating scale to measure the usefulness of online performance

appraisal reports and manual reports. The purpose identified for developing and

distribution of questionnaire is to compare the usefulness of online PER over

manual PER .The questionnaire included the information about the new PER and

questions were designed to get a proper sketch of respondents views on new

digital system. This questionnaire compared different sections of manual and

digital PER also. It included the physical, financial and quantitative aspects of the

job. The first section contained on demographic information of the respondents

which are consisted on gender (male, female), age brackets, experience of

respondents with organization and qualification bracket of respondents.

Researcher used the Five-point Likert scale which is consisted on the response

such as 5 = strongly agree, 4 = agree, 3 = neutral response, 2 = disagree and 1 =

strongly disagree, else otherwise stated in the questionnaire with some sort of

written instruction and formal informed consent for meeting the observation of

respondents.

For analysis of the data questionnaire were entered into SPSS. After

entering the data, the missing values were checked and then reliability,

multicollinearity, normality, mean, standard deviation, correlation analysis and

regression analysis was done according to the hypothesis which have been

formulated for the study. Correlation analysis was applied for identifying the

antecedents and regression analysis was applied for usefulness of digital PER
 62

over manual PER. Each question of questionnaire and every factor was separately

analyzed to ensure a valid and credible result. Every question in the questionnaire

is directly related to the research topic which helps to form a credible analysis of

online PER and its usefulness over manual report.

The study was designed to compare the usefulness of online and manual

PER. This chapter presents data analysis of 250 teachers and head teachers of

public schools in district Sahiwal of Punjab. The researcher used positivism

approach to determine research objectives and has formulated and tested these

hypotheses. Hypotheses are as follows:

H1: Effective feedback is strongly correlated with improving teaching standards

in performance evaluation.

H2: Improving assessment on aspects of job is strongly correlated with the

achievement of professional excellence.

H3: Professional development and promotion is strongly correlated with time and

resource conversation.

H4: Professional duties are strongly correlated with the need for improvement in

performance appraisal system.

4.1 Data Analysis

4.1.1 Validity and Reliability of the Instrument

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A questionnaire designed by the researcher was used and the validity of

that questionnaire was a check through face validity. 10 experts were selected for

that purpose their responses were then used as scale to measure validity.

Responses were rated for each of the statements using a five-point Likert scale

from one to five: 1 – Strongly Disagree, 2 – Disagree, 3 –Unsure, 4 – Agree, and

5 – Strongly Agree.

The Reliability Coefficient (Cronbach alpha) of the instrument was

calculated as above 0.8 as shown below. The data was analyzed using SPSS

Version 21.

4.1.2 Reliability Statistics of the Instrument

Table 4.1

Cronbach’s Alpha of factors

Factors Cronbach’s alpha

Professional duties 0.822

Improving teaching standards 0.823

Effective Feedback 0.866

Professional excellence 0.823
Improving assessment on aspects of job 0.866
Professional development and promotion 0.873
Time and resource conservation 0.823
Need for improvement 0.8777
 64

The above table 4.1 is showing that the professional duties is having 0.822

alpha reliability value which is acceptable range. The other variable is Improving

teaching standards and reliability of that scale is α =0.823. The third variable

Effective Feedback and reliability of the scale is α = 0.866, the fourth variable

took into account is Professional Excellence and the reliability is 0.823, the fifth

antecedent of Improving assessment on aspects of job and its reliability obtained

as α = 0.866. The sixth variable of the study is Professional Development and

Promotion and its reliability determined as 0.873. Seventh variable is Time and

Resource Conservation and its reliability score is α=0.823 and eighth variable is

Need for Improvement and its reliability is α= 0.8777. Every factor’s Cronbach’s

Alpha was more than 0.8 which shows the consistent results which can further

indicates to conduct the analysis which are necessary for hypothesis testing.

4.2 Data Analysis of Demographic Information

4.2.1 Analysis of Gender

Table 4.2.1

Gender Frequency Percent Valid percent Cumulative

frequency

Male 100 40 40 40

Female 150 60 60 60

Total 250 100 100 100

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The findings show that 40% of the respondents were men and 60% were women.

4.2.2 Locality of School

Table no. 4.2.2

Locality of Frequency Percent Valid Percent Cumulative

School Frequency

Rural 189 75.6 75.6 75.6

Urban 61 24.4 24.4 24.4
Total 250 100 100 100

The results of the research shows 75.6% respondents were from rural areas

and 24.4% were urban citizens.

4.2.3 Analysis of Designation

Table 4.2.3

Designation Frequency Percent Valid Percent Cumulative

Frequency

PST 51 20.4 20.4 20.4

EST 56 22.4 22.4 22.4
SST 47 18.8 18.8 18.8
HeadTeacher 47 18.8 18.8 18.8
Headmistress 28 11.2 11.2 11.2

The results shows out of 250 respondents PST were 20.4%, EST 22.4%,

SST 18.8%, head teachers 11.2%, headmistress 11.2% and Principal 8.4%.

4.2.4 Analysis of Qualification

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Table 4.2.4

Qualification Frequency Percent Valid Percent Cumulative

Frequency

Matric 9 3.6 3.6 3.6

Intermediate 1 0.4 0.4 0.4
Bachelors 32 12.8 12.8 12.8
Masters 123 49.2 49.2 49.2
M.phil 75 30 30 30
Ph.D 10 4 4 4
Total 250 100 100 100

The questionnaire’s results shows out of 250 respondents 3.6% were

Matric, 0.4% were Intermediate, 12.8% were Bachelors, 49.2 were Masters, 30%

were MPhil and 4% were Ph.D. degree holders.

Analysis of Professional Qualification

Table 4.2.5

Qualification Frequency Percent Valid Cumulative

Percent
Frequency

PTC/OT/ATC 10 4 4 4

B.Ed. 101 40.4 40.4 40.4

M.Ed. 115 46 46 46

M.A Education 24 9.6 9.6 9.6

Total 250 100 100 100

 67

The results shows out of 250 respondents 4% were ATC/PTC/OT, 40.4%

were B.Ed., 46% were M.Ed. 9.6% were Masters in Education degree holders.

4.2.6 Analysis of Experience

Table 4.2.6

Experience Frequency Percent Valid Percent Cumulative

Frequency

1-5 28 11.2 11.2 11.2

5-10 56 22.4 22.4 22.4

10-15 42 16.8 16.8 16.8

15-20 52 20.8 20.8 20.8

20 above 72 28.8 28.8 28.8

Total 250 100 100 100

Out of 250 respondents 11.2 % had 1-5 years of experience, 22.4% had 5-

10 years of experience, 16.8% had 10-15 years of experience, 20.8% had 15-

20years of experience, 28.8% had years of experience.

4.2.7Analysis of Time spend in Current School

Table 4.2.7

Time spend in Frequency Percent Valid Cumulative

current school Percent Frequency

1-5 97 38.8 38.8 38.8

5-10 74 29.6 29.6 29.6

10-15 52 20.8 20.8 20.8

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15-20 20 8 8 8

20 above 7 2.8 2.8 2.8

Total 250 100 100 100

Out of 250 respondents 38.8% had 1-5 years of experience, 29.6% had 5-

10 years of experience, 20.8% had 10-15 years of experience, 8% had 15-20 years

of experience and 2.8 % had 20 above years of experience in the same school.

4.3 Analysis of Statements of the Questionnaire

Table 4.3.1

S1: School education department (SED) has a new improved digital formal
feedback that has the potential to yield better results as compared to digital
PER.

Statement 1 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 68 27.2 27.2 27.2

Agree 166 66.4 66.4 66.4
Neutral 10 4 4 4
Disagree 4 1.6 1.6 1.6
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 68 strongly agreed and 166 agree with potential of

digital PER over manual PER. Around 10 were un decisive but only 6 people in

total had a disagreement with the statement which is good score.

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S2: The Digital Performance Evaluation Report (PER) system is hassle free
and more efficient.

Table 4.3.2

Statement 2 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 80 32 32 32
Agree 152 60.8 60.8 60.8
Neutral 13 5.2 5.2 5.2
Disagree 3 1.2 1.2 1.2
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 80 strongly agreed and 152 agree with potential of

digital PER over manual PER. Around 13 were un decisive but only 5 people in

total had a disagreement with the statement which is good score.

S3: Comparing to manual reports Digital PER System includes parameters

for professional development.

Table 4.3.3

Statement 3 Frequency Percent Valid Percent Cumulative

Percent
Strongly Agree 61 24.4 24.4 24.4
Agree 153 61.5 61.5 61.5
Neutral 29 11.6 11.6 11.6
Disagree 3 1.2 1.2 1.2
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100
 70

Out of 250 respondents 61 strongly agreed and 153 agree with potential of

digital PER over manual PER and agree to its quality to assess staff to ensure

professional development. Around 29 were neutral but only 7 people in total had a

disagreement with the statement which is good score.

S4: Digital PER can provide timely feedback than manual report.

Table 4.3.4

Statement 4 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 98 39.2 39.2 39.2

Agree 128 51.2 51.2 51.2
Neutral 22 8.8 8.8 8.8
Disagree 1 0.4 0.4 0.4
Strongly 1 0.4 0.4 0.4
Disagree
Total 250 100 100 100

Out of 250 respondents 98 strongly agreed and 128 agree with potential of

digital PER over manual PER and agree to its quality to assess staff to provide

effective feedback development. Around 22 were neutral but only 2 people in

total had a disagreement with the statement which is good score.

S5: Digitalization of PER will improve communication among stakeholders

of education as compare to manual report system.

Table 4.3.5
 71

Statement 5 Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 95 38 38 38
Agree 136 54.4 54.4 54.4
Neutral 15 6 6 6
Disagree 2 0.8 0.8 0.8
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 95 strongly agreed and 136 agree with potential of

digital PER over manual PER and agree to its quality to assess staff to ensure a

proper communication between stakeholders of SED. Around 15 were neutral but

only 4 people in total had a disagreement with the statement which is good score.

S6: In comparison to manual reports digital PER can ensure timely and fast
promotions and scale up gradation.

Table no. 4.3.6

Statement 6 Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 77 30.8 30.8 30.8

Agree 135 54 54 54
Neutral 29 11.6 11.6 11.6
Disagree 5 2 2 2
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100
 72

Out of 250 respondents 77 strongly agreed and 135 agree with potential of

digital PER over manual PER and agree to its quality to assess staff to ensure a

faster promotion and scale up gradation can be easier. Around 29 were neutral but

only 9 people in total had a disagreement with the statement which is good score.

S7: Digital PER will conserve departmental resources and funds than
manual PER.

Table 4.3.7

Statement 7 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 58 23.2 23.2 23.2

Agree 148 59.2 59.2 59.2
Neutral 37 14.8 14.8 14.8
Disagree 6 2.4 2.4 2.4
Strongly 1 0.4 0.4 0.4
Disagree
Total 250 100 100 100

Out of 250 respondents 58 strongly agreed and 148 agree with potential of

digital PER over manual PER and agree to conserve departmental resources.

Around 37 were neutral but only 7 people in total had a disagreement with the

statement which is good score.

S8: Digital PER system is a novel approach towards Evaluation as compared

to manual performance evaluation reports.

Table 4.3.8
 73

Statement 8 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 75 30 30 30
Agree 149 59.6 59.6 59.6
Neutral 20 8 8 8
Disagree 4 1.6 1.6 1.6
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 75 strongly agreed and 149 agree with potential of

digital PER over manual PER as it is a novel approach to evaluation. Around 20

were neutral but only 6 people in total had a disagreement with the statement

which is good score.

S9: Comparing to manual reports Digital PER can improve and mend
damages caused by nepotism and favoritism in the School Education
Department (SED).

Table 4.3.9

Statement 9 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 66 26.4 26.4 26.4

Agree 153 61.2 61.2 61.2
Neutral 20 8 8 8
Disagree 7 2.8 2.8 2.8
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100
 74

Out of 250 respondents 66 strongly agreed and 153 agree with potential of

digital PER over manual PER as it is a novel approach to evaluation so it can

demolish nepotism in SED. Around 20 were neutral but only 11 people in total

had a disagreement with the statement which is good score.

S10: As compared to manual report Digital PER aims to integrate all

sections of department under one roof.

Table 4.3.10

Statement 10 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 72 28.8 28.8 28.8

Agree 153 61.2 61.2 61.2
Neutral 21 8.4 8.4 8.4
Disagree 2 0.8 0.8 0.8
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 72 strongly agreed and 153 agree with potential of

digital PER over manual PER as it is a novel approach to evaluation so it can

demolish nepotism in SED. Around 21 were neutral but only 4 people in total had

a disagreement with the statement which is good score.

 75

S11: Digital PER has a more explicit approach to my job description than
manual report.

Table 4.3.11

Statement 11 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 55 22 22 22
Agree 156 62.4 62.4 62.4
Neutral 29 11.6 11.6 11.6
Disagree 7 2.8 2.8 2.8
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

Out of 250 respondents 55 strongly agreed and 156 agree with digital

PER’s explicit approach to job description. 29 were neutral but only 10 people in

total had a disagreement with the statement which is good score.

S12: Digital PER has made professional goals clearer than the manual
reports.

Table 4.3.12

Statement 12 Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 66 26.4 26.4 26.4

Agree 145 58 58 58
Neutral 32 12.8 12.8 12.8
Disagree 6 2.4 2.4 2.4
Strongly 1 0.4 0.4 0.4
Disagree
Total 250 100 100 100
 76

Out of 250 respondents 66 strongly agreed and 145 agreed that digital

PER has made professional goals clearer than the manual reports. Around 32 were

neutral but only 5 people in total had a disagreement with the statement which is

good score.

S13: Targets are numbered and provided clearly in Digital PER than the
manual report which made job easier.

Table 4.3.13

Statement 13 Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 65 26 26 26
Agree 145 58 58 58

Neutral 27 10.8 10.8 10.8

Disagree 11 4.4 4.4 4.4

Strongly 2 0.4 0.4 0.4
Disagree

Total 250 100 100 100

Out of 250 respondents 65 strongly agreed and 145 agreed that digital

PER has targets are numbered and provided clearly in Digital PER than the

manual report which made job easier. Around 27 were neutral but only 13 people

in total had a disagreement with the statement which is good score.

S14: Digital PER has separate sections for assessing physical and mental
health of employees as compared to manual report.
 77

Table 4.3.14

Statement 14 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 45 18 18 18
Agree 150 60 60 60
Neutral 36 14.4 14.4 14.4
Disagree 15 6 6 6
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100

Out of 250 respondents 45 strongly agreed and 150 agreed that digital

PER has separate sections for assessing physical and mental health of employees

as compared to manual report. Around 36 were neutral but only 19 people in total

had a disagreement with the statement which is good score.

S15. Digital PER makes quantitative roadmap for a new approach to

teaching as compared to manual PER.

Table 4.3.15

Statement 15 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 59 23.6 23.6 23.6

Agree 161 64.4 64.4 64.4
Neutral 12 4.8 4.8 4.8
Disagree 16 6.4 6.4 6.4
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100
 78

Out of 250 respondents 59 strongly agreed and 161 agreed that Digital

PER makes quantitative roadmap for a new approach to teaching as compared to

manual PER. Around 1 6 were neutral but only 18 people in total had a

disagreement with the statement which is good score.

S16: Digital PER can better assess appraise based on their financial

responsibilities than manual PER.

Table 4.3.16

Statement 16 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 57 22.8 22.8 22.8

Agree 142 56.8 56.8 56.8
Neutral 39 15.6 15.6 15.6
Disagree 9 3.6 3.6 3.6
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

Out of 250 respondents 57 strongly agreed and 142 agreed that Digital

PER can better assess appraise based on their financial responsibilities than

manual PER. Around 39 were neutral but only 12 people in total had a

disagreement with the statement which is good score.

S17: In Digital PER appraisee are shared with a follow up of their report as
compared to manual report.
 79

Table 4.3.17

Statement 17 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 48 19.2 19.2 19.2

Agree 170 68 68 68
Neutral 26 10.4 10.4 10.4
Disagree 3 1.2 1.2 1.2
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

Out of 250 respondents 48 strongly agreed and 170 agreed that digital

PER appraisee are shared with a follow up of their report as compared to manual

report.26 were on the fence about it and only 6 were in disagreement.

18. In the Digital PER the follow up given back can make professional

development easier than the manual report.

Table 4.18

Statement 18 Frequency Percent Valid Percent Cumulative

Percent
Strongly 56 22.4 22.4 22.4
Agree
Agree 159 63.6 63.6 63.6
Neutral 30 12 12 12
Disagree 2 0.8 0.8 0.8
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100
 80

Out of 250 respondents 56 strongly agreed and 159 agreed digital PER

the follow up given back can make professional development easier than the

manual report.30 were on the fence about it and only 5 were in disagreement.

19. Through Digital PER administrators are made aware of their duties and
compelled to give results on given time as compared to manual report.

Table 4.3.19

Statement 1 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 68 27.2 27.2 27.2

Agree 150 60 60 60

Neutral 25 10 10 10

Disagree 3 1.2 1.2 1.2

Strongly 4 1.6 1.6 1.6

Disagree

Total 250 100 100 100

Out of 250 respondents 68 strongly agreed and 150 agreed that digital

PER administrators are made aware of their duties and compelled to give results

on given time as compared to manual report. 25 were on the fence about it and

only 7 were in disagreement.

S20: In Digital PER feedback given is formal and makes appraise aware of
the consequences of their actions which was not observed in manual report.
 81

Table 4.3.20

Statement 20 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 62 62 62 62
Agree 154 61.6 61.6 61.6
Neutral 27 10.8 10.8 10.8
Disagree 6 2.4 2.4 2.4
Strongly 1 0.4 0.4 0.4
Disagree
Total 250 100 100 100

Out of 250 respondents 62 strongly agreed and 154 agreed that digital

PER feedback given is formal and makes appraise aware of the consequences of

their actions which was not observed in manual report.digital.27 were on the

fence about it and only 7 were in disagreement.

S21: Timely assessment of results will make promotions faster and hence
financial health of appraise will improve through digital PER.

Table 4.3.21

Statement 21 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 73 29.2 29.2 29.2

Agree 147 58.8 58.8 58.8
Neutral 22 8.8 8.8 8.8
Disagree 4 1.6 1.6 1.6
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100
 82

Out of 250 respondents 73 strongly agreed and 147 agreed that digital

PER can provide timely assessment of results will make promotions faster and

hence financial health of appraise will improve over time. 22 were on the fence

about it and only 8 were in disagreement.

S22: Digital evaluation is inclusive of self-evaluation and self-reflection as

compared to manual report.

Table 4.3.22

Statement 22 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 54 21.6 21.6 21.6

Agree 152 60.8 60.8 60.8q
Neutral 37 14.8 14.8 14.8
Disagree 4 1.6 1.6 1.6
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

The results show that out 250 respondents 54 were strongly agreed and

152agreed that digital PER can provide self-evaluation and self-reflection to

employees so that can they can improve their performance. Only 37 were unsure

and 7 were in disagreement.

S23: Digital PER can ensure new innovation in the department as it includes
recommendations from appraise about their experiences.
 83

Table No.4.3.23

Statement 23 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 50 20 20 20
Agree 170 68 68 68
Neutral 21 21.8 21.8 21.8
Disagree 5 2 2 2
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100

The results show that out 250 respondents 50 were strongly agreed and

170 agreed that digital PER can provide an innovative approach to evaluation

because it involves staff to share their experience and recommendation. Only 21

were unsure and 9 were in disagreement.

S24: Digital PER can apprehend appraisee’s decision to make better

professional environment than manual report.

Table 4.3.24

Statement 24 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 43 17.2 17.2 17.2

Agree 166 66.4 66.4 66.4
Neutral 34 13.6 13.6 13.6
Disagree 3 1.2 1.2 1.2
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100
 84

The results show that out 250 respondents 43 were strongly agreed and

166 agreed that digital PER can apprehend appraisee’s decision to make better

professional environment than manual report. Only 34 were unsure and 7 were in

disagreement.

S25: Digital PER highlights skill like subject-matter knowledge and

professionalism in comparison to manual system.

Table 4.3.25

Statement 25 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 43 17.2 17.2 17.2

Agree 166 66.4 66.4 66.4
Neutral 34 13.6 13.6 13.6
Disagree 3 1.2 1.2 1.2
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100

Most of the respondents around 43 strongly agreed and 166 agreed were of

the view that Digital PER highlights skill like subject-matter knowledge and

professionalism in comparison to manual system. 34 respondents were unsure and

only 7 were in disagreement.

S26: Digital PER has potential to make way for professional excellence in the
education sector.
 85

Table 4.3.26

Statement 26 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 65 26 26 26
Agree 148 59.2 59.2 59.2
Neutral 33 13.2 13.2 13.2
Disagree 2 0.8 0.8 0.8
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Most of the respondents around 65 strongly agreed and 148 agreed were of

the view that digital PER has potential to make way for professional excellence in

the education sector which was a main concern of employees in manual PER.33

respondents were unsure and only 4 were in disagreement.

S27: National professional standards of teaching are used as targets in new

PER.

Table 4.3.27

Statement 27 Frequency Percent Valid Percent Cumulative Percent

Strongly Agree 47 18.8 18.8 18.8

Agree 150 60 60 60
Neutral 37 14.8 14.8 14.8
Disagree 13 5.2 5.2 5.2
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100
 86

Most of the respondents around 47 strongly agreed and 150 agreed were of

the view that digital PER has included National Professional Standards presented

by Government of Pakistan (2009). 37 respondents were unsure and only 16 were

in disagreement.

S28: Digital PER provides a non-verbal communication among peer which

was not possible in manual reports.

Table 4.3.28

Statement 28 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 43 17.2 17.2 17.2

Agree 149 59.6 59.6 59.6
Neutral 44 17.6 17.6 17.6
Disagree 10 4 4 4
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100

Most of the respondents around 43 strongly agreed and 149 agreed were of

the view that digital PER provides a non-verbal communication among peer

which was not possible in manual reports.44 respondents were unsure and only 14

were in disagreement.

S29: Compared to manual reports, in the Digital PER appraises have room
to share thoughts and ideas to showcase their own skills.

Table 4.9.29

Statement 29 Frequency Percent Valid Percent Cumulative

 87

Percent

Strongly Agree 49 19.6 19.6 19.6

Agree 157 62.8 62.8 62.8
Neutral 32 12.8 12.8 12.8
Disagree 9 3.6 3.6 3.6
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

Most of the respondents around 49 strongly agreed and 157 agreed were of

the view that Compared to manual reports, in the digital PER appraises have room

to share thoughts and ideas to showcase their own skills .32 respondents were

unsure and only 12 were in disagreement.

S30: According to Digital PER a refined and ethically professional air will
spread around the whole department.

Table 4.3.30

Statement 30 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 50 20 20 20
Agree 159 63.6 63.6 63.6
Neutral 34 13.6 13.6 13.6
Disagree 4 1.6 1.6 1.6
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100
 88

Most of the respondents around 50 strongly agreed and 159 agreed that

digital PER a refined and ethically professional air will spread around the whole

department..34 respondents were unsure and only 7 were in disagreement.

S31: Through Digital PER the staff will be motivated to perform properly
and do better than manual report.

Table 4.3.31

Statement 31 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 53 21.2 21.2 21.2

Agree 153 61.2 61.2 61.2
Neutral 30 12 12 12
Disagree 10 4 4 4
Strongly 4 1.6 1.6 1.6
Disagree
Total 250 100 100 100

Most of the respondents around 53 strongly agreed and 153 agreed that

digital PER the will motivate staff to perform properly and do better.30

respondents were unsure and only 14 were in disagreement which in unnoticeable

for such a large sample.

S32: The Digital PER can vanish insecurities and fears of personnel caused
by proper trail system.
 89

Table 4.3.32

Statement 32 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 45 18 18 18
Agree 167 66.6 66.6 66.6
Neutral 31 12.4 12.4 12.4
Disagree 5 2 2 2
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

Out of 250 respondents 45 strongly agreed and 167 agreed that Digital

PER can vanish insecurities and fears of personnel caused by proper trail system.

31 were neutral and 7 were in disagreement with the statement.

S33. As compared to manual report Digital PER requires digitally literate

staff.

Table 4.3.33

Statement 33 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 51 20.4 20.4 20.4

Agree 153 61.2 61.2 61.2
Neutral 37 14.8 14.8 14.8
Disagree 9 3.6 3.6 3.6
Total 250 100 100 100
 90

Out of 250 respondents 51 strongly agreed and 153 agreed that Digital

PER need a tech-savvy staff. 37 were neutral and 9 were in disagreement with the

statement.

S34: Compared to manual report, network and internet problems still

remain a hurdle in the way of digitalization of PER .

Table 4.3.34

Statement 34 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 57 22.8 22.8 22.8

Agree 147 58.8 58.8 58.8
Neutral 24 9.6 9.6 9.6
Disagree 20 8 8 8
Strongly 2 0.8 0.8 0.8
Disagree
Total 250 100 100 100

57 and 147 of the 250 respondents of this study agreed with network

issues as a hurdle in the way of digital PER. 20 were unsure and only 22

disagreed.

S35: The seniors in department feel left out due to the implementation of
Digital PER as compared to manual report.
 91

Table 4.3.35

Statement 35 Frequency Percent Valid Percent Cumulative

Percent
Strongly Agree 42 16.8 16.8 16.8
Agree 129 51.6 51.6 51.6
Neutral 54 21.6 21.6 21.6
Disagree 22 8.8 8.8 8.8
Strongly 3 1.2 1.2 1.2
Disagree
Total 250 100 100 100

Out of all 250 respondents 169 totally agreed with the detachment the

seniors would experience from the digital PER. 54 were unsure as most of the

respondents are youngsters and 27 disagreed with it.

S36: The cost of this software and technology-based PER is more than paper
based report.

Table no. 4.3.36

Statement 36 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 36 14.4 14.4 14.4

Agree 132 52.8 52.8 52.8
Neutral 40 16 16 16
Disagree 36 14.4 14.4 14.4
Strongly 6 2.4 2.4 2.4
Disagree
Total 250 100 100 100
 92

Around 36 strongly agreed and 132 agreed to the fact that a digital

software might had been costly and a burden on the budget for the time being.40

were on the fence and 42 disagreed as it can be a fruitful investment for the

future

S37: In comparison to manual report the training was necessity before the
implementation of Digital PER.

Table 4.3.37

Statement 37 Frequency Percent Valid Percent Cumulative

Percent

Strongly Agree 51 20.4 20.4 20.4

Agree 149 59.6 59.6 59.6
Neutral 33 13.2 13.2 13.2
Disagree 15 6 6 6
Strongly 2 0.8 0.8 0.8
Disagree
250 100 100 100
Total

Out of 250 respondents 51 strongly agreed and 149 agree with the fact that

digital PER required training. Around 33 were neutral but only 17 people in total

had a disagreement with the statement which is good score

4.4 Descriptive Statistics of Factors

The descriptive analysis of the factors in a the form a tables including

mean, mode, median , standards error, standard deviation, sample variance,

 93

range ,minimum and maximum values, sum and count (N) and also largest and

smallest value in the data

4.4.1 Professional Duties

Table no. 4.10

Professional Duties

Mean 4.188
Standard Error 0.038893119
Median 4
Mode 4
Standard Deviation 0.614954205
Sample Variance 0.378168675
Range 4
Minimum 1
Maximum 5
Sum 1047
Count 250
Largest(1) 5
Smallest(1) 1

The descriptive analysis of the Professional duties includes mean value

is 4.188 , mode is 4 ,median is also 4 , standards error is merely 0.0388 , standard

deviation of factor is 0.614954 sample variance = 0.37816 , range = 4 ,minimum

and maximum values are 1 and 5 respectively, sum = 1047 and count (N = 250)

and also largest and smallest value in the data are 1 .and 5 respectively as shown

in the table 4.45.

 94

4.4.2 Improving Teaching Standards

Table No.4.4.2

Improving Teaching Standards

Mean 3.928
Standard Error 0.048213714
Median 4
Mode 4
Standard Deviation 0.762325759
Sample Variance 0.581140562
Range 3
Minimum 2
Maximum 5
Sum 982
Count 250
Largest(1) 5
Smallest(1) 2

The descriptive analysis of the Improving Teaching Standards includes

mean value is 4.188 , mode is 4 ,median is also 4 , standards error is merely

0.0388 , standard deviation of factor is 0.762325759 ,sample variance

=0.581140562 , range = 3 ,minimum and maximum values are 2 and 5

respectively, sum = 982 and count (N = 250) and also largest and smallest value

in the data are 2 and 5 respectively as shown in table no.4.46

 95

4.4.3 Effective Feedback

Table No.4.4.3

Effective Feedback

Mean 4.188
Standard Error 0.038893
Median 4
Mode 4

Standard Deviation 0.614954

Sample Variance 0.378169
Range 4
Minimum 1
Maximum 5
Sum 1047
Count 250
Largest(1) 5
Smallest(1) 1

The descriptive analysis of the Effective Feedback includes mean value

is 4.188 , mode is 4 ,median is also 4 , standards error is merely 0.038893,

standard deviation of factor is 0.614954 ,sample variance =0.378169 , range =

4 ,minimum and maximum values are 1 and 5 respectively, sum = 1047 and

count (N = 250) and also largest and smallest value in the data are 1 and 5

respectively as shown in table no.4.47

 96

4.4.4 Improving Assessment on Aspects of Job

Table No.4.4.4

Improving Assessment on Aspects of Job

Mean 4.2
Standard Error 0.040512
Median 4
Mode 4
Standard Deviation 0.640544
Sample Variance 0.410297
Range 3
Minimum 2
Maximum 5
Sum 1047
Count 250
Largest(1) 5
Smallest(1) 2

The descriptive analysis of Improving Assessment on Aspects of Job

includes mean value is 4.2 , mode is 4 ,median is also 4 , standards error is

merely 0.040512, standard deviation of factor is 0.640544 ,sample variance

=0.410297, range = 3 ,minimum and maximum values are 2 and 5 respectively,

sum = 1047 and count (N = 250) and also largest and smallest value in the data

are 2 and 5 respectively as shown in table no.4.48.

 97

4.4.5 Professional Development and Promotion

Table No.4.4.5

Professional Development and Promotion

Mean 4.308
Standard Error 0.040337
Median 4
Mode 4
Standard Deviation 0.63778
Sample Variance 0.406763
Range 3
Minimum 2
Maximum 5
Sum 1077
Count 250
Largest(1) 5
Smallest(1) 2

The descriptive analysis of the Professional Development and Promotion

includes mean value is 4.308, mode is 4, median is also 4, standards error is

merely 0.040512, standard deviation of factor is 0.63778, sample variance

=0.406763, range = 3, minimum and maximum values are 2 and 5 respectively,

sum = 1077 and count (N = 250) and also largest and smallest value in the data

are 2 and 5 respectively as shown in table no.4.49

 98

4.4.6 Professional Excellence

Table no.4.4.6

Professional Excellence

Mean 4.312
Standard Error 0.039201672
Median 4
Mode 4
Standard Deviation 0.619832857
Sample Variance 0.384192771
Range 3
Minimum 2
Maximum 5
Sum 1078
Count 250
Largest(1) 5
Smallest(1) 2

The descriptive analysis of the Professional Excellence includes mean

value is 4.321 , mode is 4 ,median is also 4 , standards error is merely 0.040512,

standard deviation of factor is 0.619832857 ,sample variance =0.384192771,

range = 3 ,minimum and maximum values are 2 and 5 respectively, sum = 1078

and count (N = 250) and also largest and smallest value in the data are 2 and 5

respectively as shown in table no.4.50

 99

4.4.7 Time and Resource Conservation

Table No.4.4.7

Time and Resource Conservation

Mean 4.052

Standard Error 0.042854756

Median 4

Mode 4

Standard Deviation 0.677593189

Sample Variance 0.45913253

Range 3

Minimum 2

Maximum 5

Sum 1013

Count 250

Largest(1) 5

Smallest(1) 2

The descriptive analysis of the Professional Excellence includes mean

value is 4.321 , mode is 4 ,median is also 4 , standards error is merely

0.042854756, standard deviation of factor is 0.677593189 ,sample variance

=0.45913253, range = 3 ,minimum and maximum values are 2 and 5

 100

respectively, sum = 1013 and count (N = 250) and also largest and smallest value

in the data are 2 and 5 respectively as shown in table no.4.51

4.4.8 Need for Improvement

Table No.4.4.8

Need for Improvement

Mean 4.024
Standard Error 0.040051373
Median 4
Mode 4
Standard Deviation 0.633267805
Sample Variance 0.401028112
Range 3
Minimum 2
Maximum 5
Sum 1006
Count 250
Largest(1) 5
Smallest(1) 2

The descriptive analysis of the Professional Excellence includes mean

value is 4.024 , mode is 4 ,median is also 4 , standards error is merely

0.040051373 , standard deviation of factor is 0.633267805,sample variance

=0.401028112, range = 3 ,minimum and maximum values are 2 and 5

respectively, sum = 1006 and count (N = 250) and also largest and smallest value

in the data are 2 and 5 respectively as shown in table no.4.52.

 101

4.5 Correlation Analysis of the variables

Table no: 4.5

1 2 3 4 5 6 7 8 9

Usefulness
1
Professional
duties
0.747 1
Improving
teaching
standards
0.77477 0.53447 1
Effective
Feedback
0.80894 0.89626 0.63837 1
Improving
Assessment
on Aspects of
Job
0.82578 0.55091 0.64053 0.713734 1
Professional
Excellence 0.65184 0.51245 0.43485 0.490533 0.51358 1
Professional
Development
and
Promotion
0.71475 0.47395 0.48904 0.548376 0.58726 0.44729 1
Time and
Resource
Conservation 0.57921 0.24860 0.26918 0.265722 0.33934 0.24588 0.32761 1

Need for
Improvement
0.82578 0.55091 0.64053 0.713734 0.2255 0.51358 0.58726 0.33934 1
Correlation is significant at the 0.01 level (2-tailed).
 102

Correlation analysis table is showing the relationship between antecedents,

independent and dependent variables. The values of all variables with each other

are significant at the level of 0.01 and these values are also showing the strong

and positive relationship. Moreover, the values are <.90 so there is no issue of

multicollinearity between variables. Based on the values all the relationships are

strong and significant with respect to independent and dependent variable.

4.6 Hypotheses Testing

All four hypotheses were tested for the correlation of variables in these

and regression analysis was used to determine whether the hypothesis is true or

not.

H0: Effective feedback is not correlated with improving teaching

standards in performance evaluation.

H1: Effective feedback is correlated with improving teaching

standards in performance evaluation.

Table No. 4.6.1

Regression Analysis

Regression Statistics

Multiple R 0.638377329
R Square 0.407525614
Adjusted R Square 0.405136604
Observations 250
 103

Effective Feedback Line Fit Plot

Improving teaching
6

standards
4 Improving teaching standards
2 Predicted Improving teaching
0 standards
2.5 3 3.5 4 4.5 5 5.5
Effective Feedback

Figure 4.6.1

The Effective Feedback is having the relationship with Improving

Teaching Standards in SED based on the values showing in the regression table

as values are r= 0.407525614., and above mentioned correlation table shows p<=

0.01, means that the Effective Feedback is having significant relationship with

Improving Teaching Standards in the department. Based on the values and

discussion the hypothesis stated as “Effective feedback is strongly correlated with

improving teaching standards in performance evaluation. is accepted and null

hypothesis Effective feedback is not correlated with improving teaching

standards in performance evaluation is rejected

H0: Improving assessment on aspects of job has no correlation

with the achievement of professional excellence.

H2: Improving assessment on aspects of job is correlated with the

achievement of professional excellence.
 104

Table No. 4.6.2

Regression Analysis

Regression Statistics

Multiple R 0.994932
R Square 0.98989
Adjusted R Square 0.985874
Observations 250

Figure 4.6.2

The Improving assessment on aspects of job is having the relationship

with achieving Professional Excellence based on the values showing in the

regression table as values are r= 0.994932., and above mentioned correlation

table shows p<= 0.01, means that Improving assessment on aspects of job is

having significant relationship with achieving Professional Excellence for

teachers . Based on the values and discussion the hypothesis stated as “Improving
 105

assessment on aspects of job is strongly correlated with the achievement of

professional excellence is accepted and null Improving assessment on aspects of

job is not correlated with the achievement of professional excellence is rejected.

H0: Professional development and promotion is not correlated

with time and resource conversation.

H3: Professional development and promotion is correlated with

time and resource conversation.

Table No4.6.3

Regression Statistics

Multiple R 0.991677
R Square 0.983423
Adjusted R Square 0.979407
Observations 250

Figure 4.6.3.
 106

The Professional development and promotion is. Improving assessment on

aspects of job is having the relationship with time and resource conversation

based on the values showing in the regression table as values are r= 0.991677.,

and above mentioned correlation table shows p<= 0.01, means that Professional

development and promotion is having significant relationship with time and

resource conversation for SED. Based on the values and discussion the hypothesis

stated as “Professional development and promotion is strongly correlated with

time and resource conversation. Is accepted and null hypothesis Professional

development and promotion is not correlated with time and resource conversation.

H0: Professional duties are not correlated with the need for
improvement in performance appraisal system.

H4: Professional duties are correlated with the need for

improvement in performance appraisal system.

Table No. 4.6.4

Regression Analysis

Regression Statistics

Multiple R 0.991891294
R Square 0.983848339
Adjusted R Square 0.979832275
Observations 250
 107

Figure 4.6.4

The Professional duties are related to need for improvement in

performance appraisal system. Professional duties are .having the relationship

with the need for improvement in performance appraisal system based on the

values showing in the regression table as values are r= 0.991891294., and above

mentioned correlation table shows p<= 0.01, means that Professional duties are

having significant relationship with the need for improvement in performance

appraisal system. . Based on the values and discussion the hypothesis stated as

“Professional duties are strongly correlated with the need for improvement in

performance appraisal system is accepted and null hypothesis Professional duties

are not correlated with the need for improvement in performance appraisal

system.
 108

CHAPTER V

SUMMARY, FINDINGS, DISCUSSIONS

CONCLUSIONS, AND RECOMMENDATIONS
In this chapter the researcher attempts to explain and discuss the findings

and conclusions of the current study. This discussion revolves around the

exploration of the comparison of online and manual PER. Major Findings of

research would also be discussed in this chapter. The hypotheses formulated by

the researcher for this study and in relation to the objectives as shown by the

tables and figures on analysis of data. Conclusion and recommendation will be

made based on the research findings. Suggestions for further research also are

made.

5.1 Summary

The objects of the present study were to investigate the usefulness of online

performance evaluation reports over manual performance evaluation reports. For

the purpose the shortlisted variables such as Professional duties, improving

teaching standards, effective feedback, improving assessment on aspects of job,

professional excellence, professional development and promotion, time

conservation and resources, need for improvement were found to be influenced by

the usefulness of online performance evaluation system.

Results will be discussed in this chapter and the researcher will use these to

compare usefulness of online PER to manual PER. These results showed how

useful an online PER system can be over the preexisting manual and paper and

pen (P&P) PER system. The main goal was to prove the topic and the researcher
 109

used quantitative technique to conduct this study and generated eight factors to

make a comparison for that purpose a survey questionnaire was developed by the

researcher and sample was collected by using Stratified Random Sampling

technique. Around 250 head teachers (HTs) and teacher’s data as samples (both

male and female) were collected from public sector employees of district Sahiwal.

Consent form was provided to every participant before data collection. The

questionnaire consisted on 37 questions and demographics consisted of gender,

locality of school, designation, qualification, professional qualification,

experience and time spend in current school. These demographics were selected

to collect complete information of the participants and effectively compare

usefulness of online and manual PER.

The researcher used eight factors namely professional duties, improving

teaching standards, effective feedback, professional excellence, improving

assessment on aspects of job, professional development and promotion, time and

resource conservation and need for improvement these factors were put through

descriptive statistics and correlation analysis. Also the researcher formulated four

hypotheses which were: (i) Effective feedback is correlated with improving

teaching standards in performance evaluation (ii) Improving assessment on

aspects of job is correlated with the achievement of professional excellence (iii)

Professional development and promotion is correlated with time and resource

conversation (iv) Professional duties correlated with the need for improvement in

performance appraisal system tested them by using regression analysis. Results

of these will be discussed below.

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5.2 Major Findings

Major findings of the study are as follows;

1. After testing hypothesis, online performance evaluation system is considered

to be more effective and useful in assessing and evaluating secondary school

teacher’s performance made by the Head teachers.

2. Results show that new PER can contribute to develop professional and ethical

environment in school education sector as it has introduced some new features

like:

 Launching HRMIS web page is an improvement of the prevalent paper-based

system this HRMIS is a paper-less network which has brought a whole public

sector under a digital platform. This database is being used for employee’s

complete service record including filing and submitting their online PER

annually of each teacher is available and well maintained.

 Specific performance goals (quantitative, physical and financial targets),

reliability of the employee under pressure, sharing performance evaluation

feedback with the appraise by the appraiser, availability and access of the

employee’s information 24/7 features are added in online PER System.

3. Online Performance appraisal exercise is expected to be conducted yearly in

government secondary schools due to its digitalization. Specific time frame of

conducting the performance appraisals will help to improve employee’s

performance excellence.

4. Online Performance evaluation results are communicated with the teachers

which can improve the assessment on the aspects of their job.

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5. The new online PER structure made an effort to include the national

professional standards in job description.

6. The online PER can make promotions easier and faster and also help in

gaining the trust of employees.

7. The online PER can bridge gaps and improve morale in the SED.

8. Performance appraisal results did not use to be communicated to most of the

employees in past, but now sharing feedback with the employee is a new

feature of online PER system. School system will improve if teachers get

proper and timely feedback and if it’s based on their job description from the

start.

9. Online system can be a real life-saver for department’s funds.

10. In all the questions most of the respondents agreed with the statement in most

cases more than 80 percent.

11. The respondents who were neutral didn’t exceed more than 20 percent in all

of the statements.

12. None of questions had a disagreement of more 10 percent.

13. Evaluating teacher’s performance via online PER is fairly a new concept in

Pakistan so it was difficult to have a research model that coincided with the

research’s objectives. Most countries have moved forward to teacher

evaluations done by students rather than supervisors. Keeping all these factors

in mind a conceptual framework was devised by the researcher which

included the factors generated (see figure no: 2.7). The usefulness was at its

center and all factors were compared by using it as a Center Point.

 112

The main findings of the 04-research hypothesis are as following: the

Effective Feedback has a significant connection with improving Teaching

Standards in SED and based on r= 0.407525614, correlation value of p<= 0.01, it

can be concluded Effective Feedback is having significant relationship with

Improving Teaching Standards in the department. The Improving assessment on

aspects of job has a relationship with achieving Professional Excellence as r=

0.994932., correlation is p<= 0.01, means that Improving assessment on aspects

of job is having significant relationship with achieving Professional Excellence

for teachers. The Professional development and promotion has a relationship with

time and resource conversation based on regression r= 0.991677, and previously

mentioned correlation p<= 0.01, means that Professional development and

promotion is having significant relationship with time and resource conversation

for SED. Professional duties are having the relationship with the need for

improvement in performance appraisal system based on regression r=

0.991891294., and correlation is p<= 0.01, means that Professional duties are

having significant relationship with the need for improvement in performance

appraisal system. All of the hypotheses were proved using regression which was

helpful in proving testing and comparing usefulness of online PER over manual

PER.

Overall this study did confirmed all the hypotheses formulated and all factors

generated helped in leading up to conclusion that when compared based on

professional duties, Improving teaching standards, Effective Feedback, Improving

assessment on aspects of job, Professional excellence, Professional development

 113

and promotion, Time and resource conservation and Need for improvement made

the research achieve the objectives of the research.

5.2.1 Limitations

Besides the fact that all hypotheses formulated by the researcher have

been accepted there are still some limitations in the current study. The primarily

this study is limited to the public sector schools of Punjab only so it cannot be

generalized as a whole. Furthermore, the data was collected from 250 employees

of SED and also this online PER is a novel idea in SED. So, the results of this

study cannot conclude the true impact it would have on the future of PER in

education sector.

5.3 Discussion

The objectives of the current study were to compare the usefulness of new

online PER with manual PER. For this purpose certain variables such as

Professional duties, effective feedback, professional excellence, improvement

assessment on aspects of job, professional development and promotion, time and

resource conservation and need for improvement were used to compare the

usefulness of online PER. The research was focused on the public sector schools

of Sahiwal district. After a thorough data gathering and analysis process, all of the

indicated hypotheses were confirmed and accepted while all null hypotheses were

rejected.

In the previous years, many studies have identified the need for proper

development and use of online evaluation of teachers. The online method

 114

evaluations have many benefits over the old-fashioned PER system as it is cost

saving and is faster in reporting of results. Many other studies conducted by Ngai,

(2004) have pointed out the usefulness of online PER over Manual PER.

Moreover, the usefulness of online PER can play a key role in developing

a positive attitude of employee towards SED and towards achieving targets/

objectives assigned by the department. If the every employee is given proper and

timely feedback it can create a healthier working atmosphere. It can also inspire

and encourage the employees to be more professional on the job as it can provide

better chance at professional development and promotion (Russell & Goode,

2008).

The first hypothesis was about correlation of effective feedback improving

teaching standards in performance evaluation the researcher proposed a portion

questionnaire on the topic and also studied many researchers done prior on the

effects of a good and shared feedback on improvements in the teaching standards.

Studies of Grift and (Mead, et al, 2012) provided enough information to prove the

hypothesis.

The second hypothesis was about connection improving assessment on

aspects of job improves professional excellence. Evaluation on aspects of job is

important for an improvement in professional excellence of employees in their

career (Ahmad, 2011). Additionally, it is clarified by Naylor (2001) that

professional excellence is a multi-dimensional model which contains the attitude

of teachers towards their job and attainment of national professional standards.

 115

The writings additionally reveal that the professional excellence of teachers and

standards of education depends upon the qualification and training of teachers

(Kulshrestha, & Pandey, 2013). All of these were unachievable tasks of the

manual report. Being aware of responsibility of teaching and, trusting that they

can transfer knowledge to the students, increase learning of students only if

teachers are held accountable to their job duties (Gunduz, 2014). Student’s result

is also an aspect of job that can be used to measure performance and it can

improve their assessment. Saeed (2003) argued the result of students is also a

parameter to test and evaluate a teacher and it can help achieve professional

excellence down the road (Ministry of Education Government of Pakistan, 2009).

A Pakistani study claimed that assessment and evaluation of the teacher’s job

aspects is most appreciated if it has a hand in achievement of professional

excellence (Khan, 2011). Rice (2003) found a noteworthy association amongst

teacher’s job aspects with how professional that person is.

The third hypothesis was about relationship between Professional

development and promotion with time and resource conservation. As mentioned

before in the study that Tse (1998) claims that in comparison to paper-based PER

to online PER as it is cheaper and faster so it can ensure faster promotion.

According to Kavanagh and Thite (2008) digital PER is likely to reduce costs and

save times as well as improve chances of promotion. Any professional would

want Continuous professional development which can be ensured only if the

paper trail can be eliminated (Billett et al, 2008). So technology based

 116

advancements for teacher’s evaluation and betterment can elevate the process of

professional development and promotions.

The fourth hypothesis was Professional duties correlated with the need for

improvement in performance appraisal system. Sudjana (1995) said that

professional work is a work which can be led by those who are trained to and it

goes to show how to the current PER needs improvement.

The utilization of a web-based Teaching Performance Evaluation System

favors professional duties for point out problems in the old system and has

potential to improve it (Lewis., Goodman and Fandt, 2004). Professional duties

and responsibilities are the important aspects of assessment be it online or manual

and these professional duties can show improvement these areas.

5.4 Conclusion

This study was conducted on the usefulness of online PER as compared

the manual PER. This study mainly focused on the usefulness of the new PER of

SED to test the hypotheses. The results of the statistical procedures of all the

hypotheses showed that online PER assess employees based on their duties and

job aspects. It is expected that it will also help in improving teaching standards

and better assessment of employees on their job aspects. This study shows that

sharing feedback made by the Heads will help to increase job performance; this

study also shed light on the problems faced by the teachers after digitizing the

performance appraisal system which includes lack of pre-training as it is essential

before launching or introducing any new program or scheme for the professionals.
 117

Similarly language barriers, network problems, lack of digitally literate staff, cost

of launching new software/webpage etc were the problems pointed out in the

current PER.

Here the online performance appraisal system has been shown as a good

predictor of professional development and excellence of the teachers. Having the

needful check and balance on their performance, the teachers may be forced to

show better professional performance.

Based upon the results of this study, it is concluded a well-structured and

useful online performance evaluation system is expected to be exists in Punjab to

appraise the performance of the teachers in secondary schools.

5.5 Recommendations

Following recommendations are devised from the results.

 Based on the findings of the study teacher of SED needed a better PER

structure to ensure their future and promotions.

 These findings provide an insight to the previous concerns of employees

about the paper-based PER.

 There is hope for a better supervisor and subordinate relations.

 The present study involved only government sector schools. So, in the future,

this model must implement all other government institutes like the field of

medicine and other walks of life. More research needs to be carried out on

these topics.

 A web-based PER can for all other departments to ensure accountability for
 118

all those working in this department.

 As this research is quantitative the future researchers can explore this same

angle with a qualitative method.

 Future studies should focus the results of this study on a practical scale in

SED.

 After some years studies could be conducted to check if online PER did

achieve its targets.

 Online PER should be put under the microscope to observe its facts on

promotions and professional development of employees.

 Studies should be conducted to check if time and resources were actually

saved.
 119

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