Teachers’ Response to Performance Appraisals; the Case of Secondary Schoolteachers in Nyeri County

Abstract

The purpose of the study was to understand teachers‘ response to appraisal as a tool for improving learning in public secondary schools in Nyeri County. The study was based on the following objectives: to describe the nature of the ongoing appraisal system as a tool of improving learning in Kenya; to investigate if teachers were trained on the purpose of the ongoing appraisal as a tool of improving learning; to examine how teachers‘ characteristics influence their response to an appraisal; to describe teachers‘ views and concerns on the ongoing appraisals and examine their alternative proposals in designing an effective appraisal system. The study utilized a descriptive research design targeting 2501 teachers employed by the TSC and working in the 212 public secondary schools in Nyeri County. In addition, the study also targeted TSC officials. Stratified random sampling was first used to select 10 out of the 212 schools in Nyeri County. Stratified random sampling ensured that the national, county and extra county schools were included in the sample. 5 out of at least 40 teachers in the school from each of the sampled schools above were randomly selected. 2 out of 10 Principals from the sampled schools above were randomly selected. 2 out of at least 10 HODs from each of the sampled schools above and 1 Sub County Director from Mathira out of the 6 TSC sub county director was randomly selected. Nyeri County has only one TSC Deputy County Director, who was included in the sample. Closed and open ended questionnaires were used to collect data from the teachers. The study also relied on key informant interview and focused group discussion to find additional information required to address the specific objectives. Data gathered was analyzed using both qualitative and quantitative techniques. The study established that some of the major methods used in conducting the appraisal included student evaluations, classroom observation, and self evaluations. The study also found out that most teachers were not subjected to thorough training hence they did not understand the purpose of the current appraisal system. The study further established that teacher‘s age, gender, work experience and professional training did not differentiate how teachers‘ responded to the appraisal. Some few teachers were positive while majority were negative about the appraisal. The latter complained of the poor training conducted before the introduction of the appraisal system and its time consuming nature as well as its failure to capture relevant aspects to the teaching experience and the isolation of teachers‘ from involvement in its design. The study therefore recommends that in order to enhance the acceptance level of an appraisal process, proper training on the function of teacher appraisals should be underscored by the TSC, paper work be reduced and capture the relevant features of the teaching profession in the appraisal.