THE INVESTIGATION OF PERFORMANCE APPRAISAL AND ITS IMPACT ON EMPLOYEE RETENTION OF A PRIVATE SCHOOL IN TANDO MUHAMMAD KHAN

Abstract

This mixed-methods study investigates the impact of performance appraisal systems on teacher retention in private schools of Tando Muhammad Khan, Pakistan. Grounded in Herzberg’s Two-Factor Theory, Equity Theory, and Expectancy Theory, the research addresses a critical gap in understanding how appraisal practices influence job satisfaction and, consequently, teacher retention in under-resourced educational contexts. Using a quantitative survey of 150+ teachers and qualitative interviews with 20 educators, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) and thematic analysis. Results reveal that Career Alignment (β = 0.417), Feedback Quality (β = 0.290), and Professional Development Opportunities (β = 0.134) significantly predict Job Satisfaction (R² = 0.586), which in turn strongly predicts Teacher Retention (β = 0.571, R² = 0.526). Qualitative findings expose a stark implementation gap: while a few schools apply structured, fair, and development-oriented appraisals, most rely on informal, biased, and recognition-lacking systems. This inconsistency demotivates teachers and fuels turnover. The study concludes that teacher retention is not hindered by a flawed model but by poor execution. It recommends standardizing appraisal processes, training appraisers for fairness, linking evaluations to professional development, and institutionalizing recognition mechanisms. The findings offer actionable insights for school administrators and policymakers to enhance teacher satisfaction and reduce turnover in similar low-resource settings across Pakistan.