Teacher Performance Appraisal Policy and Its Influence on the Implementation of Curriculum in Public Secondary Schools in Kericho County, Kenya
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Date
2024-10
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Publisher
Kenyatta University
Abstract
Teacher Performance Appraisal (TPA) is recognized globally as a crucial tool in managing the performance of educators, with the potential to greatly impact curriculum implementation and academic outcomes. However, despite its significance, teachers' unions often oppose this policy, viewing it as a means to undermine educators. In Bureti Sub County, a pattern of poor academic performance over the past four years raises questions about the effectiveness of TPA in curriculum implementation. The objectives of the study were to: Examine the extent to which appraisal of teacher’s pedagogical knowledge and application influence the implementation of curriculum in public secondary schools in Bureti Sub-County, Evaluate the extent to which appraisal of time management influence the implementation of curriculum in public secondary schools in Bureti Sub-County, Assess extent in which appraisal of innovation and creativity in teaching influence the implementation of curriculum in public secondary schools in Bureti Sub-County and Assess the extent to which appraisal of co- curricular activities influence the implementation of curriculum in public secondary schools in Bureti Sub-County. The study was based on Edward Locke's goal-setting theory. The target population comprised of 63 principals and 889 teachers drawn from 63 public secondary schools. Descriptive correlational research design was employed. The sample size of 330 respondents was deployed comprising of 57 principals purposively sampled while 267 teachers were sampled through stratified and simple random sampling techniques. The study excluded 7 principals and 20 teachers who were included in the pilot study. Data was collected using questionnaires. Test re-test technique was used to ascertain reliability of instrument and a correlation co-efficient of 0.7 or more was acceptable. Validity was ensured through peer review and expert judgment. Descriptive and inferential statistics was used to analyze quantitative data. The study findings revealed that there was strong positive correlations between teacher appraisal on pedagogical knowledge and application, time management, innovation and creativity in teaching, as well as co-curricular activities, and the implementation of curriculum. The study concluded that teacher performance appraisal policy significantly influenced implementation of curriculum. The study recommended to explore the role of teacher professional development programs in enhancing curriculum implementation alongside targeted training and support initiatives aimed at improving pedagogical activities.
Description
A Research Project Submitted In Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in School of Education and Lifelong Learning, Kenyatta University, October 2024.
Supervisor
Janerose Mutegi