Effect of Performance Appraisal of Teachers on Academic Performance of Students in Public Secondary Schools in Hamisi Sub-County (original) (raw)

2018, Didinya, E; Ouda, B & Ndanu, C. (2018). Effect of Performance Appraisal of Teachers on Academic Performance of Students in Public Secondary Schools in Hamisi Sub-County, Vihiga County, Kenya. Journal of Popular Education in Africa. 2(5), 127-143.

https://doi.org/10.46769.jopea.2523280044137147

Teachers' performance appraisal plays a critical role in the quality of education. This study determined effect of performance appraisal of teachers on academic performance of students in public secondary schools in Hamisi Sub-County, Vihiga County, Kenya. This study was guided by the following research questions: What is the influence of teachers' professional knowledge and application on students' academic performance? How does a teacher's innovation and creativity affect students' academic performance? To what extent does a teacher's time management affect students' academic performance? The study was anchored on a mixed method paradigm and adopted an explanatory sequential design. Stufflebeam's Context-Input-Process-Product model was adapted. Sixteen public secondary schools from fifty one were sampled through stratified random sampling. Principals, deputy principals and Heads of departments were purposively sampled. Stratified sampling followed by simple random sampling was used to sample the teachers and students. Three hundred and sixty six (366) respondents were sampled from a target of 21,064. Data was collected using questionnaires, document analysis, interviews and focus group discussions. The findings indicated teachers' professional knowledge and application was statistically a significant coefficient (F (1,143) = 208.495, P=0.00, R 2 =0.656). This implies that the teachers' professional knowledge and application positively affect students' academic performance. Teachers' innovation and creativity also possess a statistical significant (F (1,142) = 17.32, P = 0.00, R 2 = 0.138). The coefficient of teachers' time management is also statistically significant (F (1,142) = 208.495, P = 0.00, R 2 = 0.659). The study therefore concludes that teachers' time management positively influences students' academic performance. The school management should organize seminars to enlighten teachers on the advantages of innovative and creative teaching, time management, supporting activities that are geared towards innovation enhancement.