Assessing the Impact of Performance Appraisal on the Efficiency of Part-Time Faculty in Tertiary Institutions in Calabar, Cross River State, Nigeria

Abstract

This study is an assessment of how part-time faculty's productivity is affected by performance appraisals at Calabar, Cross River State, Nigeria's higher education institutions. The purpose of the study is to comprehend how part-time employees' performance and job satisfaction are affected by appraisal procedures in the academic setting. We polled part-time instructors at various Calabar-based postsecondary schools. The findings showed differing opinions about the application of performance reviews. 38% of respondents agreed that appraisal methods are successful and acknowledged their contribution to improving professional growth and job performance. According to these respondents, receiving constructive criticism, having their contributions acknowledged, and receiving regular appraisals inspired them to enhance their instructional strategies. Nonetheless, a sizable majority of respondents 62% voiced worries about the appraisal process, expressing anxieties about the demanding tasks involved in these assessments. This group expressed concerns about the fairness, openness, and possible pressure that assessments may bring, which could cause stress and impair their ability to do their jobs well. The study comes to the conclusion that although performance reviews might increase the effectiveness of part-time instructors, institutions must address the worries of individuals who are afraid of the procedure. To ensure that assessments favorably impact employee performance and overall institutional goals, we advocate a balanced approach that includes clear communication, supportive measures, and transparent evaluation standards.