Performance Appraisal System and Performance of Teachers in Public Secondary Schools in Lamu County, Kenya
Luvuno, Kiti Irene
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Implementing an effective and objective performance management process helps employers communicate expectations and results to employees. This in turn drives higher performance levels from them. Creating a system that adequately distinguishes between high performers and average performers and having measurable metrics that tie into the strategic plan of the organization has been a great challenge. This study sought to investigate the influence of performance appraisal system on the performance of teachers in public secondary schools in Lamu West, Lamu County, Kenya. The study’s specific objectives were to examine the influence of appraisal methods, teachers’ attitude and target setting on teacher performance. The theories anchoring the study were goal setting theory, the theory of planned behaviour and expectancy theory. This study employed a descriptive survey research design. This study targeted 16 public secondary schools in Lamu West. The respondents were 256 comprising of 16 school principals and 240 teaching staff. The study used stratified proportionate sampling to obtain a sample size of 156 and used simple random sampling method to select the respondents. This study used questionnaire and interview schedules to collect data. Qualitative data from the interviews was analyzed thematically in line with study objectives and presented in narrative form. Quantitative data was analyzed using descriptive statistics such as mean and standard deviation. In order to test the relationship between variables and the extent to which they influence each other inferential statistics were used which involved multiple regression analysis. The study established that appraisal methods, teacher attitude and target setting had a positive and significant influence on teacher performance. The study concluded that appraisal methods provide a document of teacher performance over a specific period of time and they create a structure where the school principal can meet and discuss performance with the teacher. Teachers were not involved were not satisfied with the existing appraisal system of their school and they had a negative attitude towards performance appraisal system of their school. Target setting helps in creating clarity in decision making as teachers can focus on what is important to them, what they want to accomplish and where they want to be in the future. The study recommended that TSC should provide feedback to teacher on their performance regularly. Use the performance appraisal document periodically, at least quarterly, throughout the year to assess teachers’ progress. TSC needs to develop and conduct continuous induction courses on performance appraisal for principals, deputy principals, heads of departments and teachers n order to demystify purpose of teachers performance appraisal in schools. Target setting should be specific by setting a very clear picture of what teachers are aiming for and focuses attention on achieving goals. The targets should always be stretching and challenging. Support top-level targets with lower level targets.