Influence of Institutional Practices on Effective Implementation of Teacher Performance Appraisal in Public Primary Schools in Tharaka South Sub-county, Kenya

Abstract

The purpose was to investigate the influence of the institutional factors influencing implementation of Teacher Performance Appraisal and Develosepspment programmes in Tharaka South Sub-County of Tharaka Nthi County. The research questions include how supervision feedback practices, the Teacher training competency practices, goal setting practices and the head teacher's communication influence the implementation of Performance appraisal in public primary schools within Tharaka South Sub-County? The study adopted contract theory. The study adopted descriptive survey research design since it enabled correction of information from respondents without compromising their privacy. Target population comprised of 314 teachers and 31 head teachers. Simple random sampling was applied to sample 15 head teachers and 157 teachers. Data was collected using questionnaires, analyzed and presented in frequencies and percentages. Data was presented in relation to the study findings; the head teachers indicated that bachelors’ of education was their highest academic qualification and diploma for teachers. Majority of the head teachers and teachers had served in current station for between 5-10 years. In line with objective one: findings established that supervision feedback practices influence of implementation of Teacher Performance Appraisal and Development programmes in public primary schools to a very great extent. On objective two the study established that teacher training competency practices influences implementation of Teacher Performance Appraisal and Development programmes. In line with objective three findings established that level of targets setting influence Teacher Performance Appraisal and Development programmes to a great extent. On objective four the study established that administrative support practices influences implementation of Teacher Performance Appraisal and Development programmes whereby the head teachers communicated on performance appraisal once per term. It was concluded that supervision feedback practices, also that the head teachers in the study area set some very high and unachievable targets for teachers, which demotivated them hence the need for head teachers to allow teachers and pupils to set their own targets to improve their learning and motivation. The study recommended that the head teachers, school committees and parents should be organized to raise funds for building and equipping libraries and for provision of suitable teaching facilities. The study recommends a study on the influence of continuous training on the effective implementation of appraisal systems.