Implementation of teacher performance appraisal Development tool and its implications on history and Government learning outcomes in selected secondary Schools in Kwale County, Kenya
| dc.contributor.author | Mwangangi,Isika Leonard | |
| dc.date.accessioned | 2025-09-01T08:00:38Z | |
| dc.date.available | 2025-09-01T08:00:38Z | |
| dc.date.issued | 2025-07 | |
| dc.description | A research thesis submitted in fulfilment for the Award of the degree of Doctor of Philosophy in Social Studies Education (History) In the Department of Educational Communication and Technology, School Of Education and Lifelong Learning Kenyatta University, July 2025 Supervisors: Prof. Samson Rosana Ondigi Dr. Adelheid Marie Bwire, | |
| dc.description.abstract | Quality and accessible education is a critical 21st-century priority and a key focus of Sustainable Development Goal 4 (SDG 4). However, effective teacher performance remains a global challenge, prompting the adoption of various appraisal systems. This study examined the implementation of Kenya’s Teacher Performance Appraisal and Development (TPAD) tool and its implications for learning outcomes in History and Government in secondary schools in Kwale County, Kenya. The objectives were to assess teacher preparedness for TPAD implementation in History and Government; investigate teachers’ perceptions of the tool; analyze its utilization during content delivery; and examine KCSE performance in History and Government before (2011–2015) and after (2018– 2022) TPAD implementation. A descriptive survey design was employed using a mixed-methods approach. Data were collected through questionnaires, key informant interviews, classroom observations, and document checklists. The target population comprised 222 participants across 61 schools, including principals, heads of subject, and teachers. Sampling techniques included purposive selection of 15 principals and 15 Heads of subject, simple random sampling for 15 schools, and convenience sampling of 30 teachers yielding a sample of 60 participants (27% of the population). Research instruments were piloted in Kilifi County. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS), while qualitative data were coded and categorized. Data were presented using frequencies, percentages, and tables. The null hypothesis that there is no statistically significant difference in KCSE performance pre and post TPAD was accepted at a value of 0.503 at National level and 0.771 at Kwale County level. Key findings revealed inadequate teacher preparedness, negative perceptions of TPAD, and difficulties in content delivery. TPAD implementation has not significantly improved KCSE performance. The study concludes that TPAD implementation in Kwale County faces significant challenges. Recommendations include revising pre-service training to incorporate performance appraisal, enhancing continuous professional development, institutionalizing teacher collaboration and mentorship, and adopting the proposed TPAD Community of Practice (TPADCOP) model to strengthen appraisal systems and improve learning outcomes. | |
| dc.description.sponsorship | Kenyatta university | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31331 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Implementation of teacher performance appraisal Development tool and its implications on history and Government learning outcomes in selected secondary Schools in Kwale County, Kenya | |
| dc.type | Thesis |