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dc.contributor.authorMwai, Jane
dc.contributor.authorMuchanje, Peter Nyaga
dc.date.accessioned2021-11-24T13:29:07Z
dc.date.available2021-11-24T13:29:07Z
dc.date.issued2018-04
dc.identifier.citationMwai, J. and Muchanje, P.N. (2018). Compliance to Performance Appraisal in Public Primary Schools in Gilgil Sub-County in Kenya. IOSR Journal of Research & Methods in Education (IOSR-JRME) e-ISSN:2320-7388X volume 8, issue 2, ver.1 (Mar-April 2018). PP 83-89.en_US
dc.identifier.issn2320–7388
dc.identifier.issn2320–737X
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23044
dc.descriptionA Research Article in IOSR Journal of Research & Method in Education (IOSR-JRME)en_US
dc.description.abstractPerformance 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 evaluationen_US
dc.language.isoenen_US
dc.publisherIOSR Journal of Research & Method in Education (IOSR-JRME)en_US
dc.subjectPerformance appraisalen_US
dc.subjectPerformance evaluationen_US
dc.subjectPerformance feedbacken_US
dc.subjectSchools’ complianceen_US
dc.titleCompliance to Performance Appraisal in Public Primary Schools in Gilgil Sub-County in Kenyaen_US
dc.typeArticleen_US


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