Teachers’ perceptions on performance appraisal feedback in secondary schools within Bungoma East sub-county, Bungoma county, Kenya
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Date
2014
Authors
Werunga, Khisa Stephen
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Inspite of having many studies undertaken on performance appraisal in secondary schools there lacks a major and current study specifically undertaken to address the perceptions of teachers on performance appraisal feedback. This has resulted into wide gaps on how teachers have to deal with the appraisal feedback in order to improve the performance. The study therefore, seeks to: Identify how performance appraisal is conducted in Bungoma East Sub-County secondary schools, establish the perceptions of teachers regarding performance appraisal feedback in secondary schools and to determine other work related factors affecting performance appraisal in secondary schools. The study is guided by systems theory of organizations developed by a Biologist, Ludwig Von Bertalanify in the early 1950s. The systems theory regards the school as an organization that should be studied as a whole rather than fragments. The study was conducted through descriptive survey design because of its appropriateness in establishing the relationship between variables. The target population included all the head teachers and classroom teachers in Bungoma East Sub-County. The study was conducted in ten (10) public secondary schools comprising teachers who are employees of Teachers Service Commission. Fifty (50) teachers and ten (10) head teachers giving a total of sixty (60) were randomly selected from the accessible population of teachers and data collected. Data were collected using questionnaires and interview schedules comprising both structured open-ended questions and structured closed-ended questions that gave the opportunity to the respondents and informants to express their honest opinions. Selection of the two instruments was guided by the fact that they help the researcher to triangulate data which reduces personal biases that stem from single methodologies. Data were analyzed using descriptive statistics. The main findings were summarized by use of frequency distribution, calculated in percentages and presented through tables. The study found out that performance appraisal is conducted in secondary schools where teachers jointly with the head teacher set targets for achievement and performance appraisal interview is conducted objectively. However, the study found out that the teachers do not like being appraised and consider performance appraisal feedback as a direct attack on their autonomy, they do not feel comfortable with the comments they are given especially when the targets have not been attained, the performance appraisal reviews are not held periodically, teachers are not facilitated to attend training and other professional development courses and as a result do not have appraisal skills which affects the implementation of performance appraisal in schools. The study, therefore recommends that the Teachers Service Commission (TSC) should set proper benchmarks on which to measure performance and collaborate with the teacher in determining their own targets based on the type of school. Secondly, the head teacher should jointly with the teachers develop performance appraisal policy for all the teaching staff in the school where all parties see it as a tool for improving performance. Further research should be undertaken in the wider County to compare the findings
Description
Department of Educational Management Policy & Curriculum Studies, 77p. 2014