Teacher Perceptions on Implementation of Teacher Performance Appraisals in Public Secondary Schools in Bungoma County, Kenya

Abstract

In public secondary schools, the teachers have to undergo a continuous Teacher Performance Appraisal (TPA) which forms part of the Performance Contract that the Principal signs as a binding agreement between the school and the government. The purpose of this study was to determine the Influence of Teacher Performance Appraisal policy in the Implementation of Performance Appraisal among Public Secondary Schools in Bungoma County. The specific objective was to establish the influence of Teacher Performance Appraisal and Development (TPAD) policy on implementation of performance appraisal. This study was guided by the Performance Appraisal Model. Descriptive research design was used with both qualitative and quantitative data collected for analysis. The study targeted 1107 respondents drawn among Sub County TSC directors, TSC Human Resource Officer, Principals, Deputy Principals and Directors of studies in schools. The study sample included 111 respondents, probability sampling; specifically stratified random sampling was used to pick the schools included in the sample. National schools, being only 2 in the County were purposively sampled; data collection was done using interview schedules, questionnaires and Focused Group Discussions (FGD). Data was analyzed using both descriptive and inferential statistics; findings were presented using tables.  The study found that teacher perceptions do affect the implementation of TPAD. The study recommends that: teachers are sensitized and capacity built on TPAD to enhance their understanding of the practice. Teachers should take opportunities for peer learning to reflect and refine their own quality assurance processes and that teachers too can keep a diary to record thoughts about daily Classroom and outdoor activities.