Influence of Performance Appraisal on Teachers’ Performance in Public Secondary Schools in Migori County, Kenya

Abstract

Performance Appraisal is an important human resource activity that is intended to increase efficiency, productivity and provide an opportunity to continuously review agreed-upon targets as per organization’s set objectives. Whereas some studies have shown that managers generally feel performance appraisal does not add value or assist in achieving organizations’ objectives, many workers find it a waste of time. In Kenya, performance appraisal is a tool for performance improvement. The purpose of this study was to determine the influence of performance appraisal on teachers’ performance in public secondary schools in Migori County, Kenya. The objectives of the study were to investigate the influence of performance appraisal on application of professional knowledge, time management, creativity in teaching and professional development on the performance of public secondary school teachers in Migori County Kenya. Goal setting theory guided this study. The study targeted 276 principals and 2961 teachers in Migori County. The sample size included 57 schools, 342 teachers, 6 principals and 6 heads of departments. The study used simple and stratified random sampling techniques. Questionnaires, interview guides and document analysis guide were used to collect data. Content validity was tested through expert judgement by the supervisors. The content validity index was found to be 0.85. Test re-test was used to test reliability. The reliability of the questionnaire instrument was 0.85. Statistical Package for Social Sciences (SPSS) version 25 was used. The quantitative data were analyzed using descriptive statistics such as frequency distribution, percentages, means, standard deviations and cross tabulation. The study also used inferential statistics namely ANOVA, Pearson correlation coefficient (“r”), Linear and multiple Regression analysis. Content analysis was used for the qualitative data. The study established that there was a positive significant correlation between performance appraisal on; application of professional knowledge (r = 0.861, p = 0.00), time management (r = 0.744, p = 0.00), creativity in teaching (r = 0.897, p = 0.00), professional development (r = 0.81, p = 0.00) and teacher performance. Teacher performance appraisal was established to be a significant predictor (84.1%) of teachers’ performance. The study concludes that teachers’ performance appraisal translates into efficiency and increased productivity. Teachers should follow sound teaching principles such as teaching preparation; time management skills; creativity in teaching; and appraisal on professional development enhanced teachers’ professional advancement. The study recommends among others that performance expectations of the teacher should clearly be communicated to them by the Teachers Service Commission (TSC); involve teachers in designing performance appraisal criteria; ensure all teachers understand the importance of performance appraisal; School principals to encourage sharing and benchmarking with regards to creativity in teaching; and, there should be continuous teacher training for professional development.