Abstract:
This research project aimed at investigating the effect of strategic change management practices in the implementation of the Teacher Performance and Appraisal Development (TPAD) in public secondary schools in Kitui Central Sub-County. The study focused on management practices of communication, leadership, resource management and teacher involvement on the implementation of TPAD. The study covered public secondary schools in Kitui Central Sub County. The study was based on three theories namely; Kurt Lewin’s three step change Model, McKinsey’s 7S Model and ADKAR model of change management. Descriptive research design was used in this study and data was collected using questionnaire. The study targeted a population of 318 public secondary school teachers employed by the Teachers’ Service Commission (TSC) in Kitui Central Sub-County. 70 respondents were considered, comprising of assistant teachers and principals. The data was inspected for completeness, accuracy, reliability and consistency then analysed using SPSS Version 20 Software. Descriptive statistics such as mean, and the standard deviation were computed to describe the data collected. Moreover, inferential statistics at 95% confidence level were used. Further, Cronbach’s Alpha test was used to test data reliability of the questionnaires. The findings of the study indicated that implementation of the TPAD in secondary schools had a positive relationship with communication to teachers, leadership, resource allocation and teacher involvement. The findings were supported by the literature reviewed by the study. With reference to the findings, various recommendations were made. To start with, the study recommended embracing of the technology in the implementation of the TPAD. Secondly, proper and effective monitoring of the implementation of the TPAD across all the public secondary schools. Thirdly, the study recommended decentralization of the taskforce assigned to implementation of TPAD to the sub counties in order to get to engage the teachers at the grass root level. Finally, the study recommended more studies to identify other factors that influenced the implementation of TPAD in secondary schools in Kenya.
