Influence of Institutional Factors on Implementation of Teacher Performance Appraisal and Development in Public Primary Schools in Siaya Sub County, Kenya

Abstract

The objective of this study was to examine the impact of institutional determinants on the implementation of the Teacher Performance Appraisal and Development (TPAD) system in public primary schools located in Siaya Sub-County, Kenya. The study aimed to address the following objectives: firstly, to examine the impact of head teachers' supervision on the implementation of the Teacher Performance Appraisal and Development (TPAD) system; secondly, to analyze the influence of the relationship between appraisers and appraisees on the implementation of TPAD; thirdly, to explore the effect of the availability of Information and Communication Technology (ICT) resources on the implementation of TPAD; and finally, to assess the relationship between time management and the application of TPAD in schools. The study was conducted on the framework of Edwin Locke's goal-setting theory, which was first proposed in 1968. The study employed a descriptive survey methodology and specifically targeted a population including 132 public primary schools, 132 head teachers, 119 deputy head teachers, and 1310 teachers within Siaya Sub County. The sample consisted of 181 individuals, consisting of 26 individuals serving as head teachers, 24 individuals serving as deputy head teachers, and 131 individuals serving as teachers. The data collection process encompassed the utilization of questionnaires and interviews, while the subsequent analysis entailed the application of descriptive statistics, specifically frequencies and percentages. In addition to employing inferential statistics, such as correlations, the findings were visually represented through the utilization of tables, pie charts, and bar graphs. The outcomes of the study are consistent with its stated objectives. The findings indicate a substantial relationship between head teachers' supervision and the application of the Teacher Performance Appraisal and Development (TPAD) system (M=1.86, r=.585, r= .621, r= .330 p <0.05). Furthermore, the connections between appraisees and appraisers were found to be statistically significant (M=2.07, r= .560, r= .505, r= .332; p <0.05). The statistical analysis revealed that the presence of ICT resources showed a significant correlation (r = .907, r = .575; p < 0.05). Similarly, time management also demonstrated statistical significance (M = 2.08, r = .560, r = .726, r = .402; p < 0.05). In summary, this research demonstrates that various elements, including the supervision of head teachers, interactions between appraisers and appraisees, the availability of ICT resources, and effective time management, have a significant influence on the successful implementation of the Teacher Performance Appraisal and Development (TPAD) system in public primary schools. The proposition is that stakeholders should engage in collaboration in order to optimize the efficacy of the TPAD implementation process. The primary objective of the Teachers Service Commission is to establish a comprehensive appraisal framework that is grounded in empirical evidence. Additionally, it is imperative for the Ministry of Education to give precedence to the provision of effective information and communication technology (ICT) resources in educational institutions, as this will contribute to the development of rigorous teacher appraisals. The study suggests that additional research should be conducted to explore the diverse aspects that impact the implementation of the Teacher Performance Appraisal and Development (TPAD) system on a national scale