How the Absence of Teacher Appraisal Systems Affects Student Performance in Lusaka District, Zambia

Abstract

Teacher appraisal systems support instructional quality and student learning but are unevenly implemented in Zambia (UNESCO, 2014; MoGE, 2021). This convergent mixed methods study compared student outcomes across secondary schools in Lusaka District with and without formal appraisal frameworks. Quantitative analysis of archival examination and attendance data showed higher mean pass rates and attendance where appraisal existed (ΔR² = .08 for appraisal presence predicting exam scores after controls). Thematic interviews with teachers and headteachers identified weakened accountability, limited reflective practice, and ad hoc compensatory strategies in non-appraisal schools (Fullan, 2001; Danielson, 2007). Together, results indicate that formal, context-sensitive appraisal mechanisms strengthen instructional accountability and professional growth, improving student engagement and attainment. Policy implications call for the Ministry of Education to co-design phased appraisal guidelines that combine formative feedback, capacity building, and practical incentives (Darling Hammond et al., 2016; OECD, 2013).