Abstract

Grounded in organisational justice theory, this study examined lecturers’ perceptions of performance appraisal practices in Colleges of Education within Ghana’s Volta Region. Performance appraisals remain central to staff development, yet their implementation has received limited empirical scrutiny. A descriptive survey design was employed, involving 369 lecturers selected through stratified random sampling. Data were collected using a structured questionnaire and analysed in SPSS (Version 25) using descriptive statistics, independent samples t-tests, and one-way ANOVA. The results indicated a paradoxical pattern: lecturers valued appraisal as potentially developmental, yet expressed persistent concerns about procedural and interactional fairness. Key weaknesses were identified in the transparency of appraisal criteria, clarity and usefulness of feedback, and limited stakeholder participation in the appraisal process. Importantly, no significant differences were found across gender, age, or years of teaching experience, pointing to systemic rather than demographic issues. These findings collectively demonstrate that low transparency and weak feedback are reinforced by the absence of participatory design, where lecturers have little voice in setting criteria or shaping evaluative processes. The study therefore recommends institution-wide reforms emphasising participatory appraisal structures to enhance transparency, alongside clear communication of standards and constructive feedback mechanisms that genuinely support professional growth.

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