Influence of principals’ management practices on Teachers’ Performance Appraisal Development in Public Secondary Schools in Makueni Sub-county, Kenya

Abstract

This study aimed to investigate the impact of principals' management methods on the growth of teachers' performance appraisal in public secondary schools within Makueni sub-county. The purpose of this study was to evaluate the impact of principals' resource allocation on the development of teachers' performance appraisal in public secondary schools in Makueni sub-county. Additionally, the study aimed to investigate the effect of principals' leadership skills, monitoring and evaluation practices, and rewards and compensation recommendations on teachers' performance appraisal development in the same schools. The research employed a descriptive surveymethodology. The research encompassed a total of 234 teachers, 13 principals, and 1 TSC sub-county director. The participants were chosen using a stratified random sample technique. The study utilized primary data collection methods, specificallya questionnaireand interview guide, in order to address the study's objectives. The responses were condensed, categorized, organizedintotables, andreviewed for accuracyandcompleteness.Subsequently, they were subjected to analysis using the SPSS software and visually represented through tables, figures, and charts. The study revealed that the available resources inside educational institutions are insufficient to adequately meet the needs ofboth students and teachers. The research additionally revealed that effective leadership exhibited by principals has a crucial role in guiding schools towards achieving high academic achievement and successfully fulfilling the schools' mission. Moreover, the research findings indicate that the implementation of monitoring and evaluation practices in educational institutions is crucial. This is because it enables educators to access valuable information regarding their own performance and effectively delineates their professional obligations. Finally, the study demonstrated that the provision of rewards and remuneration serves as a significant factor in fostering motivation among instructors, leading to enhanced performance and dedication in theirprofessional endeavors, ultimatelyfacilitating the attainment of their objectives. The research findings indicate that the implementation of the Teacher Performance Appraisal and Development (TPAD) in public secondary schools in Makueni sub-county, Kenya is influenced by the management practices of principals. These practices include the allocation of resources,leadership skills,monitoring and assessment,and rewards and pay. The statistical significance of this relationship is shown at a significance level of p<0.05. The study suggests that there is a requirement for improved performance planning, more effective performance monitoring throughout the year,and careful consideration of ongoing feedback during the year. During the review process, it is imperative for TSC officials to allocate sufficient time for conducting thorough evaluations, while also ensuring that personal biases are minimized. Additionally, there should be a significant focus on fostering personnel growth and enhancing two-way communication channels. It is imperative to duplicate these findings in several places in order to conduct a comparative analysis and ascertain the strength and validity of the conclusions, recommendations, and formulation