Influence of Performance Appraisal on Service Delivery among Public Secondary School Teachers in Kericho County, Kenya

Abstract

This study sought to examine the influence of Performance Appraisal on service delivery amongst public secondary school teachers in Kericho County. The objectives of the study were to determine the influence of performance appraisal feedback on service delivery, to establish the influence of performance appraisal targets on service delivery and to determine the management challenges facing the implementation of performance appraisal. The study was based on the Goal Setting Theory developed by Locke, (1968) and reviewed by (Young, 2017). Descriptive research design was adopted. The study was conducted in Londiani Sub-County, Kericho County with a target population of 327 comprising of 285 secondary school teachers employed by the TSC, 41 Principals and the TSC Sub County director. The sample comprised of 71 teachers, 41 principals from all the schools and the TSC Sub County director totalling to 113 respondents. Simple random sampling was used to select the schools and the teachers. Data collection was done using questionnaires and interview schedules. The validity of the instruments was determined by seeking opinion from experts in education management. Reliability of the research instruments was measured using Cronbach alpha test of internal consistency. Quantitative data collected were coded and analysed using Statistical Package for Social Sciences (SPSS V.23.0) and presented using bar graphs, frequency tables and pie charts. Qualitative data were presented as narrations guided by the objectives. From the findings, the study established that the principals and teachers receive performance appraisal feedback after they are appraised although not as frequent as it should be. The study further found that teachers as well as majority of the principals agreed that performance targets are attainable thus enhancing service delivery. The study also established that the major management challenge of performance appraisal that influence service delivery is the time taken in the process. It was found that teachers spent a lot of time the process which would otherwise have been spent on service delivery thus implying this influences service delivery. The study recommends that the ministry of education should empower schools by providing computers and internet connectivity to minimize or eliminate cases of teachers carrying out their appraisal in commercial cyber cafés so as to safeguard confidentiality of the teacher personal details and the process. The study also recommends that there is a need for teacher’s service commission to educate teachers and all the personnel involved in Performance Appraisal on the importance of implementing the system. The study suggests that further studies be conducted to establish the influence of performance appraisal on service delivery among teachers in private secondary schools as well primary schools in Kenya