Teacher Performance Appraisal and its Contributions to Teaching in Selected Public Primary Schools in Nairobi City County,Kenya
Mbabu, Janet Makena
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Performance appraisal is a human management tool that organizations utilize to gain competitive advantage. It is an interaction of recognizing, estimating and analyzing performance of each worker in each institution. The performance appraisal if conducted effectively can promote the required standards of teaching especially in primary schools. The reason for this study is to establish the influence of teachers’ performance appraisal and its contributions to quality of teaching in selected public primary schools in Kibera Sub- County in Nairobi County. The specific objectives of this study were to find out the influence of performance appraisal on teacher motivation, establish the impact of continuous professional development on the teachers’ performance, determine the influence of setting work standards, determine the influence of feedback on teachers’ performance and to recommend strategies which will be applied to improve TPAD as a tool for teacher’s skills development in selected primary schools in Kibera Sub County. The study was anchored on David McClelland’s model of motivation also called the Learned Need Theory. This study adopted mixed method design. Target population included all teachers in public primary schools in Kibera Sub- County who are 546 in total. The study utilized stratified sampling method, where a sample size of 221 teachers was selected. The study utilized questionnaires and interview schedules to gather information. The obtained data was analyzed using descriptive and verbal and thematic analysis with the aid of SPSS version 26.0. The findings revealed that (75.0% ) agreed that TPAD enabled the management to identify instructor’s performance gaps and provided support for professional development. The findings further indicated that teachers reward their learners who perform better in their teaching subjects (85% ). The findings also revealed that setting goals help a teacher to manage time properly (85.2% ) implying that through TPAD teachers can now manage their time well and give the content as directed by the lesson objectives. On appraisal feedback the highest indicator revealed that supervisor discusses with the teacher work performance during appraisal session and this indictor had a mean of 3.40 (84.0% ). This study concluded that TPAD had a great influence on primary school teachers’ motivation that determines their performance. The study further concluded that setting work standards played an influential role in promoting the performance of teachers. The study finally concluded that performance feedback as a component of TPAD was integral in efforts to improve performance of primary school teachers. The study recommends that since setting work standards or goals positively related to teachers’ performance the TSC should encourage teachers to embrace goal-setting practices and associate them to the attainment of those goals. The study further recommends that the HODs who are the appraisers should provide regular and timely feedback to the teachers.