Teachers' Perceptions of Public Employees' Performance Management Information System Effectiveness in Government Secondary Schools in Mzumbe Ward, Tanzania

Abstract

The Public Employees' Performance Management Information System (PEPMIS) was the focus of this study, which evaluated its effectiveness in government secondary schools in Mzumbe Ward, Tanzania. The study was guided by the expectancy theory that provided a framework for understanding employee motivation and behavior. A qualitative case study design was used, involving qualitative interviews with 13 teachers purposively sampled from Mongola and Mzumbe Secondary Schools. Data saturation determined the sample size. Thematic analysis was used to analyze data. The findings reveal that while PEPMIS enhances administrative efficiency and supports professional development, its effectiveness is hindered by challenges related to fairness, transparency, training, technical functionality, and network reliability, necessitating improvements for greater usability and satisfaction. Addressing these challenges through targeted interventions can enhance the system's effectiveness, user satisfaction, and overall impact on organizational performance. The study recommends training programs for teachers and school administrators, addressing technical infrastructure issues, and incorporating feedback mechanisms into PEPMIS to make it more responsive to teachers' needs and expectations. This paper contributes to the understanding of PEPMIS from teachers' perspectives. It highlights important insights for policymakers and educators in improving PEPMIS implementation and its impact on the country's education sector.