Factors influencing effective performance appraisal of teachers in secondary schools in Nyeri North District
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In Kenya, the last decade has been marked by an aggressive campaign for a shift in focus from process-oriented to result-oriented approach to service delivery in the public sector. Players in the sector have as a result embraced performance management as a necessary practice to mark the shift. The TSC has not been spared by this wind of change. Among the reforms taking place is the proposed performance contracting for teachers as well as introduction of performance appraisal of teachers in 2005. This has brought about the need for research within the context of the modem school environment following such reforms. This study focused on investigating the factors influencing effective performance appraisal of teachers in secondary schools in Nyeri North District. The general objective of the study was to analyze factors that influence effective performance appraisal of teachers in secondary schools in Kenya. The specific objectives of the study were to find out how this effectiveness is influenced by the purpose of the appraisal, appraisal methods, level of management commitment as well as internal and external influences on performance appraisal. These factors formed the subject of analysis in the literature review section (Chapter Two) where the researcher endeavoured to present the theory advanced by the various writers and researchers on the topic under focus. The researcher used a stratified random sampling method to come up with 18 public schools for the study. From the sampled schools, 5 teachers- the Principal and 4 other teachers- were selected giving a total of 110 respondents. Data was collected using questionnaires. It was then analyzed and presented using descriptive statistics. The analyzed data is expected to be of value to education sector stakeholders by presenting an improved performance appraisal system in secondary schools. The study revealed that appraisal systems in secondary schools were not serving the intended purposes fully. This was because of low management commitment, appraisal methods that hardly addressed situation factors in the teaching and learning environment as well as external and internal influences on performance appraisal. in the light of this findings, the researcher recommended the need to move away from a situation where the performance appraisal process is the sole preserve of the Principals to one that incorporates a broad variety of stakeholders in the school to ensure an all-round assessment of the overall performance of the teacher. Feedback should be provided to appraisee if appraisal is to be expected to improve performance and necessary interventions to correct performance deficiencies introduced. The nature of appraisal schemes in the schools need to be reviewed to make appraisal interviews less formalized, less standardized, more participative and should be developed locally with appraisees' participation.