A Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy
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Date
2024-06
Authors
Wanjiku, Simon Wambuu
Ndichu, Francis Murira
Andafu, Edward Maina
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Abstract
Teachers’ appraisal is key to enhancing their professionalism, which
translates to effective curriculum implementation. This paper sought to
evaluate the Teachers Performance Appraisal and Development (TPAD)
process in Kenya with a view to identifying its challenges and suggesting
ways of enhancing it. The study took a philosophical approach, subjecting
the teachers’ appraisal process to criticism in light of the Socratic
Pedagogical theory. The study established eleven errors that riddle the
teachers’ appraisal process. These are the errors of strictness, leniency,
central tendency, halo effect, recency of events, failure by participants to
identify professional development gaps, failure by participants to attend
the appraisal meetings, subjectivity nature of the TPAD appraisal process,
alienation of some participants from the appraisal process and passive
participation of some participants.The study utilized the six tenets of
Socratic Pedagogy (participatory, dialectical, conversational, inquisitive,
rational and practical tenets), interpreted to constitute the soul of the TPAD
appraisal process, to fix the aforementioned errors. Therefore, the study
recommended that the TPAD online system be reconfigured so that the
appraisal process could be in tandem with the soul of the appraisal process
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Keywords
Appraisal, errors, Socratic pedagogical theory, teachers performance appraisal and development.