Influence of Procedural Fairness on Implementation of Performance Appraisal Practices in Public Secondary Schools in Cherangany Sub-County

Abstract

This study sought to establish the influence of procedural fairness on implementation of performance appraisal practices in public secondary schools in Trans Nzoia County. The study was guided by ‘goal- setting and Vrooms expectancy theories respectively. The study used concurrent triangulation design. The target population was 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. The sample size was 342 comprising of 35 Principals and 307 teachers’ respondents. Stratified, simple random and purposive sampling was used to select respondents. This sample of was drawn from 243 public secondary schools in Trans Nzoia County. Questionnaire were used to provide information and opinions from teachers and interviews from the principals. There was a significant influence of procedural fairness on implementation of performance appraisal practices (r=0.543, p=0.00). The procedural justice had significant influence on the implementation of performance appraisal practices. The study concludes that there was significant influence of procedural justice, on implementation of performance appraisal practices. The study recommends that TSC needs to develop and conduct continuous induction courses on performance appraisal for principals, deputy principals, heads of departments and teachers in order to demystify purpose of teachers’ performance appraisal in schools. Enhanced awareness can change the attitude that, teachers’ appraisals are aimed at aiding only the school management