Appraisal Systems for Teachers and Their Implications for Professional Growth in Federal Unity Schools in Nigeria

This study examines appraisal systems for teachers and their implications for professional growth in selected Federal Government Colleges across Nigeria's six geopolitical zones. Teacher appraisal is a cornerstone of performance management in education, yet its design and implementation in Nigerian federal schools remain largely administrative rather than developmental in orientation. The study employs a descriptive survey design, targeting 300 teachers and principals from six Federal Government Colleges in Enugu, Lagos, Kano, Maiduguri, Jos, and Asaba. Data were collected using a teacher appraisal experience questionnaire and a professional growth outcomes scale, both validated by human resource management and education experts. Structural equation modelling was applied to assess the mediation of reflective practice between appraisal quality and professional growth. The study draws on the Performance Management Cycle Framework and Day's Model of Teacher Professional Development. It examines the transparency, frequency, feedback quality, and developmental focus of current appraisal practices and their association with professional growth outcomes. Findings are expected to reveal that most appraisal processes are compliance-driven and lack substantive developmental feedback. Recommendations target the Federal Ministry of Education and the Teachers Registration Council of Nigeria on redesigning appraisal frameworks to include coaching conversations, goal-setting, and personalised development plans. The study contributes to the management literature on appraisal reform in Nigerian federal secondary education. Keywords: teacher appraisal, professional growth, Federal Government Colleges, performance management, teacher development