ISSN 2304-2885-p, 2617-7315-e Vol. 10 No. 2

Teacher Performance Appraisal in Aiding to Bridge Teacher’s Professional Performance Gaps in Uasin Gishu County, Kenya

Esther Jepkoech Suter, George Ngwacho Areba, Justina Syonthi Ndaita

Abstract


Education standards in Kenya have shown a declining trend, necessitating interrogation by stakeholders and introducing teacher appraisal performance to remedy the situation. Therefore, this study sought to establish the effect of teacher performance appraisal in aiding to bridge teacher's professional performance gaps in public secondary schools in Uasin Gishu County. Goal-setting theory was adopted. The study adopted a descriptive survey design and was carried out in public secondary schools in Uasin Gishu County. Target populations were 6 TSC sub-County directors, 156 principals, 342 Teachers, and 6 Quality Assurance and Standards Officers (QSOs). The 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 to select respondents. The study used structured questionnaires and interviews scheduled. Pilot study was conducted to ascertain the validity and reliability of research instruments. Data collected was coded, edited, and analyzed through the Statistical Package for Social Science (SPSS) software version 24. Quantitative data collected were analyzed by use of both descriptive and inferential statistics. Descriptive statistics comprised of frequencies, percentages, means, and standard deviations. Inferentially data were analyzed using correlation and simple linear regression. Tables were used to present the data collected for ease of understanding and analysis. Qualitative techniques were employed for qualitative data. The study findings revealed that there was a positive there was a positive linear effect of performance appraisal in aiding to bridge teacher's professional performance gaps (β=0.895, p=0.000). Teacher performance appraisal affects teachers' professional performance. Study recommended that the schools and the ministry of education should ensure that they introduce teacher performance appraisal system feedback. This will bridge teachers' professional gaps.

Keywords: Teacher Performance, Appraisal, Professional performance.


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