This study investigated equity perceptions of a school based performance appraisal system in a subject discipline.
Participants were 110 mathematics teachers (females = 10%) and 12 school principals (females = 25%). They completed
a questionnaire on distributive, procedural and interactional justice regarding the performance evaluation process. The
School principals and eight of the teachers were qualitatively interviewed to elaborate on their performance appraisal
equity perceptions. The quantitative data were descriptively analysed to characterize negative and positive perceptions and
the qualitative data were thematically analysed. The findings show that respondents perceived inequity in the distributive,
procedural and interactional aspects of the performance based scheme. Equity was marginally more endorsed regarding
just one category of interactional justice. The study underscores the importance of perceptions of equity in performance
appraisal systems in work organisations.
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