Compliance to Performance Appraisal in Public Primary Schools in Gilgil Sub-County in Kenya

Abstract

Performance appraisal (P.A) is being seen as an important tool in performance management of teachers and educators all over the World. In Kenya, even though the Teachers Service Commission (TSC) has introduced performance appraisal in public primary schools, its uptake by teachers’ seems sluggish. Studies indicate that P.A can be effective and efficient only if it is properly applied and owned by teachers (appraisees). This study sought to establish the compliance status of performance appraisal in public primary schools in Gilgil Sub-County in Kenya. The study found that school’s compliance status with Teacher Performance Appraisal and Development (TPAD) Programme is fairly and positively correlated with performance appraisal and performance appraisal feedback, and is strongly and positively correlated with performance appraisal evaluation