Influence of Perfomance Appraisal on Teachers’ Perfomance in Public Primary Schools in Homa Bay Sub – County, Kenya

Abstract

The purpose of the study was to determine the influence of Performance Appraisal on teachers performance in public primary school in Homa Bay Sub County, Homa Bay county, Kenya. The study was set to achieve the following objectives; to examine the extent to which appraisal of teachers’ professional knowledge and application, time management, innovation and creativity in teaching of teachers as well as learners’ protection, and safety influence teacher performance in public primary schools. The study was guided by Performance Appraisal Model and it applied a descriptive survey research design. The target population was drawn from 60 public primary schools with 60 head teachers, 60 Deputy head teachers and 460 assistant teachers. The study sample comprised of 30 percent of the entire public school population that were sampled using stratified proportional sampling based on the educational zone. Selection of head teachers and deputy heads, census sampling method was used to select all the 18 head teachers and their deputies in every sampled school. Teachers were sampled using simple random sampling to obtain five assistant teachers in every sampled school, consisting of 90 assistant teachers. The study adapted questionnaire and document analysis guide for data collection. The study findings showed that appraising teachers’ professional knowledge and application ensured that teachers were fit to execute instructional role as mandated by the ministry of education and their employer TSC. The data collected for the study revealed that appraisal of teachers’ time management improved the contact time between teachers and learners as well as increasing instructional time, which in turn improves both the teachers and the learners’ performance. The findings from the study showed that teacher performance appraisal help teachers to improve in creativity and innovation during the instructional process, though, the use of ICT in teaching was still lagging behind. The findings implied that some teachers were now able to access learning materials from the internet and utilize other creative options for innovative teaching and learning aids which translates to increased performance that, the appraisal on learners’ protection and safety has increased teachers’ performance on safety awareness strategies for the learners in schools. Conclusions were that teachers’ professional knowledge and application are high among the teachers. That, appraisal of time management greatly influences performance among the teachers. The appraisal of innovation and creativity in teaching varies considerably among teachers. That, learner protection, and safety influence teachers performance. The study recommends that the TSC should help train head teachers and deputies on how to assess teacher performance so as to offer appropriate professional knowledge. The researcher recommends a further study on the influence of performance planning on the teacher performance appraisals.

The purpose of the study was to determine the influence of Performance Appraisal on teachers performance in public primary school in Homa Bay Sub County, Homa Bay county, Kenya. The study was set to achieve the following objectives; to examine the extent to which appraisal of teachers’ professional knowledge and application, time management, innovation and creativity in teaching of teachers as well as learners’ protection, and safety influence teacher performance in public primary schools. The study was guided by Performance Appraisal Model and it applied a descriptive survey research design. The target population was drawn from 60 public primary schools with 60 head teachers, 60 Deputy head teachers and 460 assistant teachers. The study sample comprised of 30 percent of the entire public school population that were sampled using stratified proportional sampling based on the educational zone. Selection of head teachers and deputy heads, census sampling method was used to select all the 18 head teachers and their deputies in every sampled school. Teachers were sampled using simple random sampling to obtain five assistant teachers in every sampled school, consisting of 90 assistant teachers. The study adapted questionnaire and document analysis guide for data collection. The study findings showed that appraising teachers’ professional knowledge and application ensured that teachers were fit to execute instructional role as mandated by the ministry of education and their employer TSC. The data collected for the study revealed that appraisal of teachers’ time management improved the contact time between teachers and learners as well as increasing instructional time, which in turn improves both the teachers and the learners’ performance. The findings from the study showed that teacher performance appraisal help teachers to improve in creativity and innovation during the instructional process, though, the use of ICT in teaching was still lagging behind. The findings implied that some teachers were now able to access learning materials from the internet and utilize other creative options for innovative teaching and learning aids which translates to increased performance that, the appraisal on learners’ protection and safety has increased teachers’ performance on safety awareness strategies for the learners in schools. Conclusions were that teachers’ professional knowledge and application are high among the teachers. That, appraisal of time management greatly influences performance among the teachers. The appraisal of innovation and creativity in teaching varies considerably among teachers. That, learner protection, and safety influence teachers performance. The study recommends that the TSC should help train head teachers and deputies on how to assess teacher performance so as to offer appropriate professional knowledge. The researcher recommends a further study on the influence of performance planning on the teacher performance appraisals.