Effect of teacher performance appraisal on learner scores in public secondary schools in Uasin Gishu County, Kenya
Abstract
Education standards in Kenya has shown a declining trend, necessitating interrogation by stakeholders and introducing teacher appraisal performance to remedy the situation. The objective of the study was to investigate the effect of teacher performance appraisal on learner scores. The study was guided by goal-setting theory. The study adopted a descriptive survey design and was carried out in public secondary schools in Uasin Gishu County. The target population was 7 TSC sub-County directors, 156 principals, 342 Teachers, and 8 Quality Assurance Standard officers (QASOs). Sample size was calculated using Yamane formulae. Stratified sampling was used to select schools from 6 sub-counties. Simple random and purposive sampling was used in this study to select respondents. The study used structured questionnaires and interviews scheduled as the main research instruments. Information gathered from the pilot study was utilized for ascertaining for validity and reliability of research instruments. The study yielded both qualitative and quantitative data. Data collected was coded, edited and analyzed through the Statistical Package for Social Science (SPSS) software version 24. Quantitative data collected was analyzed by use of descriptive statistics. Descriptive statistics was analyzed by use of frequency, percentages, means, and standard deviations. Tables were used to present the data. Qualitative techniques were employed for qualitative data. This was presented in the form of reports. Study findings showed that implementation of teacher appraisal system have led to improvement in learner exam performance. Learner promotion rate has risen after the introduction of teacher performance appraisal system. Study concluded that teacher performance appraisal has a positive influence on learner scores. The study recommended that the schools and the ministry of education should ensure that they introduce teacher performance appraisal system feedback.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
