Performance Appraisal and Its Influence on the Job Performance of Physics Teachers in Public Secondary Schools in Makueni County, Kenya
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Date
2025-02
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Publisher
Kenyatta University
Abstract
In this technological era where a country is in dire need of technologically competent workforce in science, technology and engineering, acquisition of Physics knowledge is essential. In Kenya, Physics is offered as an elective subject and it’s an essential subject in the fulfillment of vision 2030. However, recent researches show that it has been performed poorly at Kenya Certificate of Secondary Examination level. This low performance has been coupled with low enrolment in secondary schools in Kenya. For quality teaching, many countries have adopted performance appraisal which is an integral component of the overall performance management in an organization. Since the year 2016, all teachers employed by the Teachers Service Commission have undergone appraisal guided by a monitoring tool known as the Teacher Professional Appraisal and Development. The effectiveness of the tool in Makueni County has not been established. The purpose of this study was to investigate performance appraisal and its influence on the performance of Physics teachers in Makueni County, Kenya. The objectives of the study are; to determine the influence of appraisal of professional knowledge and practice, teacher professional development, comprehensive learning environment and teacher conduct and professionalism on the job performance of Physics teachers. The study was anchored on Grote (2003) performance appraisal model and used descriptive research design. The target population was 52 secondary schools, 52 principals and 154 Physics teachers translating to a total target population of 206. Stratified sampling and simple random techniques were used to sample 16 schools and 46 Physics teachers from the population of 52 and 154 respectively. All principals and Physics teachers in the sampled schools participated in the study. A pilot study was conducted in two schools for the purpose of addressing validity and reliability of the instruments before the actual study was done. Content validity was determined by seeking the judgement of professional experts in the area of educational research, evaluation and assessment. Data was collected by use of questionnaires, interview and observation schedules. Quantitative data collected was analyzed by use of descriptive and inferential statistics generated from SPSS version 25 and presented by tables, graphs and percentages while qualitative data was analyzed by use of themes and presented in narrations. The study established that the four variables: professional knowledge and practice, teacher professional development, comprehensive learning environment and teacher conduct and professionalism had a positive significant influence on the job performance of Physics teachers. The linear regression models showed that the adjusted R2-0.74 of the job performance of Physics teachers is influenced by the independent variables. The study concluded that TPAD had greatly succeeded in improving the job performance of Physics teachers although there were gaps faced by the Physics teachers. The study recommends that Information and Communication Technology infrastructure be revamped in schools for creativity and innovation in classroom instruction. TSC should through the principals organize time to time Teacher Professional Development courses on teachers and intensify monitoring of Physics teachers as an impetus for quality teaching.
Description
A Research Thesis Submitted in Partial Fulfillment for the Requirements of the Award of the Degree of Master of Education (Educational Research, Evaluation and Assessment) in the School Of Education and Lifelong Learning of Kenyatta University, February 2025.
Supervisor
1. Charles M. Magoma
2. Felicita W. Njuguna