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Teacher Preparedness in the Implement of the Teacher Performance Appraisal Development Tool and its implications on Learning Outcomes in History and Government in Kwale County, Kenya
Abstract
Teacher performance appraisals are designed to evaluate teachers’ performance across various competencies such as lesson planning, instructional skills, classroom management, leaners assessment and professional ethics. This promotes a culture of accountability among teachers. Kenya launched the Teacher Performance Appraisal Development tool in 2016. This study sort to establish levels of teacher preparedness in the implement of the Teacher Performance Appraisal Development tool in History and Government in selected secondary schools in Kwale County. Questionnaire and Key informant interview, were utilized to collect both qualitative and quantitative data. The study targeted 61 Sub County Public Secondary Schools in Kwale County, 61 Principals, 61 Heads of Subject and 100 History and Government teachers totalling to a target population of 222 participants. The study sample size was 15
Sub County Secondary, 15 Principals 15 Heads of Subjects and 30 History and Government teachers totalling sample size of 60 participants and respondents. Piloting was conducted in two public Sub County Secondary Schools not in the sample to validate the study tools. Quantitative data was analysed using Statistical Package for the Social Sciences to generate descriptive statistics while qualitative data was run to get inferential statistics. The study finding revealed that teachers were not adequately prepared to implement the TPAD tool, gaps were identified in professional development programs. This study concluded that the TPAD tool implementation has gaps and challenges that have implications on learning outcomes. The study recommended a review of teacher preservice training to include performance appraisals, that teacher employer, collaborates with school administrators to prioritize targeted retooling, availing of sufficient resources, and reduce teacher workload to enhance preparedness.
