Teacher Perceptions on Implementation of Teacher Performance Appraisals in Public Secondary Schools in Bungoma County, Kenya (original) (raw)
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Performance appraisal system is lately adopted by most companies and organizations to evaluate individual employee in order to get a clear picture of the specific employee. As much as the organizations have taken up the initiative of developing the tool, questions like is it useful, has it impacted on the productivity of these employees and how effective is it must be answered and well ventilated. The study dwelled and sought to answer the above questions on Teachers Service Commission of Kenya’s performance appraisal system through the teachers it has employed in the public schools in Garissa township sub-county. It was, through this research, found out that the general perception level among teachers towards the tool is positive. Teachers have seen it to be a good idea. It was also found that majority of the respondents were satisfied with the effectiveness of the system. The tool is quite effective in achieving the objective it was developed for. However, respondents were for the...
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Evaluation of Employees’ current or past performance against standards set by organizations is essential to the realization of the organization’s goals. The government of Kenya identified education as a key player to the realization of vision 2030; the core of which is access and quality education. Therefore the issue of teacher performance is paramount to quality education. This research sought to establish teachers’ perception of performance appraisal practices in public Secondary Schools in Limuru District. The study was guided by the following objectives: To establish the extent to which the head teachers and their deputies have been trained on administration of teacher appraisal in public secondary schools in Limuru District, establish the extent to which teacher appraisal reports were instrumental in identication of staff development needs and also establish the extent of teachers awareness on the significance of performance appraisals in the teaching profession in Limuru Dist...
Effectiveness of Performance Appraisal Systems on Teachers’ Professional Development and Growth
Scholars journal of arts, humanities and social sciences, 2021
Original Research Article They are perceptions that performance appraisal systems are so efficient and effective in improving employees' performance and upholding accountability to such an extent that various developed countries are practicing them. However, some now question their success in improving employee performance arguing instead that they weigh heavily toward accountability rather than toward the growth and development of teachers and their teaching practices. This paper therefore explores the effectiveness of the performance appraisal systems on teachers' professional development and growth in ten selected primary schools in Masvingo District of Zimbabwe. The study employed a mixed method approach using both qualitative and quantitative research methods. Data generation was through an interview guide and a questionnaire using purposive sampling. In all, 30 participants comprising 10 heads of schools and 20 teachers took part in the study. Findings from this study reveal that teachers resent their performance appraisal system because they do not get any value from it. They view it, as an instrument required more by their employer who uses it for accountability purposes in selecting eligible teachers for promotion to deputy head or headship posts. Findings also confirm how the performance appraisal system seemingly fails to contribute to the growth and development of teachers or their teaching practices. School heads are not effective and efficient in implementing the system. These findings suggest that the current performance appraisal system in primary schools is for accountability purposes on the part of the employer and does not in any way address the weaknesses noted on the part of the employee through training and development.
International Journal of Current Aspects, 2019
This study was triggered by the Teachers Sercice Commission (TSC) coming up with teachers performance appraisal strategies to appraise teachers and administrators in its employment, but the program has not fully realized the objective of evaluating teachers performance and initiate professional development. There has been a stiff resistance from teachers on the use of appraisal tool terming it as forced appraisal. The study, therefore, sought to establish whether there is a relationship between appraisal and reward/compensation, examine how setting of standards and targets influences teachers perfomance, determine how measuring and monitoring teachers work on regular basis affect their performance and find out the effect of quality of work on performance of teachers in public secondary schools in Kiambu County. The target population was 3,479 teachers in 277 public secondary schools in Kiambu County. The study was conducted in 22 secondary schools in 11 sub counties comprising TSC ...
International Journal of Education
Every organization has an objective towards optimum performance and the employees are the key drivers in achieving that. It is necessary therefore that the employees’ performance reach optimality for the success of the organization which is a primary goal of every organization including learning institutions. The present research investigated the influence of teacher performance appraisals on teacher performance in secondary schools in Kenya. Employing stratified and simple random sampling methods, 46 secondary schools with 460 teachers in two counties in Kenya were taken as samples. The variables under research included teacher remuneration, government policies, school administration, the school environment, and the school curriculum, which were under investigation in form of comparisons, explanations, and relationships on the aspects of teacher motivation to perform well. The research found that teacher appraisals influenced teacher performance. In general, the teachers perceived...
Organizations must build appealing performance appraisal programs to help inspire their workers to work hard for the optimal results expressed in their productivity. Regardless of the efforts and resources for implementing various performance appraisal systems in the country, the performance of employees has deteriorated to a significant degree. The ultimate objective of the study was to assess the major effect of teacher performance appraisal systems on selected high schools in Thika West, County Kiambu, Kenya. The study was guided by specific objectives that entailed; determining the effect of performance appraisal techniques, performance appraisal feedback, reward systems and performance monitoring of teachers in selected secondary schools in Thika. The study was guided by Hackman and Oldham Job Characteristics Model, Goal setting theory and Expectancy theory. This study used a descriptive research design. The target population was 276 teachers that entailed, Principals, Deputy Principals, senior teachers, departmental heads and teachers in the public secondary schools that used performance appraisal systems to evaluate the performance of teachers. A sample size of 163 respondents was selected to
Emmanuel Anuaberor Kumah and Roger Amoako- Performance appraisal practices, 2022
This study investigated performance appraisal practices and teacher effectiveness in Public Junior High Schools (PJHSs) in the Krachi Nchumuru District and identified possible errors committed by appraisers in the conduct of teacher performance appraisals. The concurrent triangulation mixed-method research design was employed for the study. One hundred and seven (107) teachers were selected for the quantitative phase of the study using stratified simple random proportional sampling technique, while homogenous sampling technique was employed to select thirteen (13) participants for the qualitative phase of the study. Structured questionnaire and semi-structured interview guide were used to collect data for quantitative and qualitative phases respectively. The quantitative data was analyzed using SPSS Version 20, while the qualitative data was analyzed using grounded theory model. The study revealed that, teachers in PJHSs in the Krachi Nchumuru District have positive perceptions towards performance appraisal practices. The study also established a positive statistical relationship between performance appraisal practices and teacher effectiveness in PJHSs in the Krachi Nchumuru District [r= .868, 0 2 C 2 n=107, p .0005]. In addition, major errors committed by appraisers in the conduct of performance appraisals are positive bias errors (M=23.04, SD=1.213), negative bias errors (M=23.06, SD=1.164), similar-to-me errors (M=23.30, SD=1.134), contrast errors (M=22.93, SD=1.160), and leniency errors (M=22.93, SD=1.135), whereas (M=22.24, SD=1.026) stated that, the conduct of performance appraisal practices in the district are not fair. Based on this outcome, it is recommended that, appraisers adopt the 360-degree module of conducting performance appraisals to achieve fairness and ensure teacher effectiveness.
International Journal of Novel Research in Humanity and Social Sciences, 2024
Overview: The study examined how structured evaluations influence the productivity and job satisfaction of educational professionals. It investigated the impact of performance appraisal systems on employee performance in the education sector in Mwense district, Zambia. Body of Knowledge: Performance appraisal systems are critical tools for assessing employee effectiveness, providing feedback, and identifying areas for professional development. In the education sector, these systems can significantly impact teacher motivation, instructional quality, and student outcomes. The study explored the mechanisms through which appraisals enhance or hinder performance, considering factors such as the clarity of criteria, frequency of evaluations, and the role of feedback. Methods: The study employed a mixed-methods approach, combining quantitative and qualitative methods. The study was conducted at four selected schools in Mwense district, with a sample size of 110 respondents including Officials from DEBS Office, School Administrators, Teachers, and Support Staff. Data collection was carried out through semi-structured interviews and questionnaires. Thematic and statistical analysis was employed to come up with graphs and charts as a way of analyzing the data obtained. Additionally, analytical tools such as, tables, graphs, and pie charts were used to interpret the qualitative and quantitative data, processed using software; SPSS and Microsoft excel. Results: Effective performance appraisal systems are found to significantly enhance employee motivation and job satisfaction, leading to improved teaching quality and student outcomes. The clarity of performance criteria and the fairness of the evaluation process are crucial in fostering a positive response from educators. However, the study also highlighted challenges such as potential biases in evaluations and the need for continuous training for appraisers to ensure accuracy and objectivity. Recommendation: The Ministry of Education to ensure that there is adequate staffing levels in schools to match up with teacher-pupil ratio which leads to effective performance.
Performance Appraisal and Teacher Performance in Public Secondary Schools in Kenya
The International Journal of Humanities & Social Studies
Performance Appraisal is a tool for performance improvement. It is an essential human resource activity intended to increase efficiency and productivity and provide an opportunity to continuously review agreed-upon targets as per the organization's set objectives. The objective of the study was to investigate the influence of performance appraisal on the application of professional knowledge, time management, creativity in teaching, and professional development on the performance of public secondary school teachers in Migori County, Kenya. Goal-setting theory guided this study. A descriptive survey design was used. The sample size included 342 teachers from 57 schools. The study used simple and stratified random sampling techniques. Questionnaires and a document analysis guide were used to collect data. Content validity was tested through expert judgement by the supervisors. The test re-test method was used to test reliability. The reliability of the questionnaire instrument was...
PERFORMANCE APPRAISAL SYSTEM AND TEACHER EFFECTIVENESS IN PUBLIC BASIC SCHOOLS IN GHANA
International Journal of Management & Entrepreneurship Research, 2023
The secret to providing high-quality education in schools is the professionalism and diligence of teachers. Hence, teaching and learning can be improved through teacher appraisal. In light of Ghana's Accountability for Learning Outcomes Project's (GALOP) five-year plan that seeks to boost learning outcomes in underperforming basic education schools and increase transparency and accountability in the country's education system, this empirical study sought to investigate the impact of the performance appraisal system on teacher effectiveness in public basic schools in Kwahu East district, in the Eastern Region of Ghana. This study used a quantitative, cross-sectional, descriptive, and correlational survey. Convenience sampling was used to sample 500 teachers and headteachers from the Basic school to participate in the study. SPSS version 26.0 and AMOS 23.0 were used for the statistical analyses. The findings of the study revealed that strengthening performance appraisal is a key element to improving teachers' effectiveness which consequently improves students and school success, however, implementing performance management is the sure way to increase productivity and accountability in schools as it allows for a more all-encompassing assessment of an employee's performance by incorporating coaching, goal planning, looking ahead to future growth, and 360-degree feedback.