Institutional based factors influencing implementation of teachers’ performance appraisal in public secondary schools in Makueni sub-county, Makueni county, Kenya

Abstract

This study investigated institutional based factors influencing implementation of teachers’ performance appraisal in public secondary schools in Makueni sub-county.Study objectives established the influence of performance feedback practices, reward management systems, training of teachers and school work environment on implementing teachers’ performance appraisal in public Secondary Schools in Makueni Sub-County. Locke’s goal setting theory underpinned the study. Descriptive survey research design targeted a population of 609 subjects consisting of principals and teachers of public secondary schools, Teachers Service Commission Human Resource Officer and Teachers Service Commission Sub County Director. Stratified proportionate sampling, simple random sampling, census and purposive sampling techniques helped to select a sample of 80 subjects. Questionnaires and interview schedule assisted to collect data. Instrument validity and reliability were determined through a pilot study and repeat interviews and Cronbach’s Alpha and test re-test technique respectively. Data analysis was done by descriptive and inferential statistics aided by SPSS computer software. Frequency distribution tables and cross tabulation tables were used for quantitative data presentation. Qualitative data was organized into themes based on study objectives and presented in a narrative form. Pearson’s product moment correlation (r) indicated a positive and statistically significant relationship between the variables. All parameters investigated indicated a positive and significant correlation r > + 0.5 and p-values less than 0.05. The study therefore concluded that performance feedback practices, reward management systems, training of teachers and school work environment positively and significantly influenced implementation of teachers’ performance appraisal. The study recommended a timely and regular feedback, training, rewards and a good working environment for teachers in public schools to enhance the implementation of teachers’ performance appraisal.