Abstract: This study explores the impact of individual goal setting on employee performance at World Vision International Rwanda (WVIR). A descriptive research design combining both quantitative and qualitative methods was employed. The target population consisted of 136 employees, with data collected using a census method, capturing responses from all members of the target population. Inferential analysis was conducted using SPSS software version 21. The findings revealed a strong positive correlation between individual goal setting and employee performance, with a Pearson correlation coefficient of r =0.700, indicating a significant relationship. Regression analysis further confirmed that individual goal setting is a key predictor of employee performance, with a standardized beta coefficient of 1.352. The study found that employees excelled in resource assessment, creating timelines, and prioritizing tasks to achieve their goals. However, challenges related to the clarity, specificity, and relevance of goals were observed, with some employees expressing dissatisfaction in these areas. The study highlights the importance of clear, measurable goals and adequate support systems, including resources and feedback, to improve performance. Additionally, balancing individual goals with team collaboration is essential to foster a cooperative work environment. The study concludes that well-defined individual goals are critical to enhancing employee performance and recommends refining goal-setting practices at WVIR to align individual and organizational objectives for better outcomes.

Abstract: This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.

Abstract: The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.