INFLUENCE OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT ON CREATIVITY AND INNOVATIVENESS AMONG THE TEACHERS IN PUBLIC PRIMARY SCHOOLS OF KERICHO COUNTY, KENYA

Abstract

Performance Appraisal is a strategy used by organizations to obtain a competitive edge in human resource management. It involves identifying, appraising, and evaluating each employee's performance within the purview of each organization. Teacher Performance Appraisal has the potential to promote efficient and effective management of teachers. However, there is limited evidence on whether the implementation of the Teacher’s Performance Appraisal and Development (TPAD) by Kenya's Teachers Service Commission (TSC) has achieved the goals of improving teaching approaches, especially the development of creativity and innovativeness in teaching. The purpose of the study was to determine the influence of TPAD on creativity and innovativeness and establish the relationship between teachers’ professional knowledge, comprehensive learning environment, Teachers’ professionalism, and Teacher Professional Development and development of creativity and innovativeness in selected Public Primary Schools in Kericho County, Kenya. Four research questions were used together with the systems approach theory and pragmatic research paradigm to guide the study. The study used a blend of qualitative and quantitative paradigms in a cross-sectional descriptive survey study design. The studys’ target population were 582 public primary schools, 582 headteachers and 3120 public primary school teachers. The research findings were based on assumptions that the research participants were not misleading in their responses to questions. Data was collected using a questionnaire from sampled 10% (312) Public Primary school teachers and 15% (88) Headteachers randomly selected 15% (88) from 582 Public Primary Schools in the county. An interview schedule was given to the Head-Teachers and a questionnaire to the Teachers. Additionally, the study demographics were examined using descriptive statistics. Instruments' validity and reliability were tested using the test-retest technique. The retest was administered after a time-lapse of two weeks. To find the existence of any variance, coefficients, and regression, test results from both testing periods were correlated using the Pearson Product Moment Formula. Regression analysis was also used to assess the relationship between the dependent and independent variables at a 5% significance level. The duantitative data from the studied variables were thoroughly analyzed by the use of Statistical Package for Social Scientists (SPSS, Version 23.0) and the analysis largely involved inferential and descriptive statistics. Qualitative data deduced from the interview schedule and open-ended items were thematically analyzed, carefully coded, and recorded in narrative and verbatim to support the research findings of the quantitative data which was collected using a questionnaire. Quantitative data presentation was done using bar graphs, tables, and pie charts. Content and construct analysis was used to thematically analyze the interview schedules.The study found that teacher performance appraisal and development significantly and positively influenced creativity and innovativeness among teachers in public primary schools of Kericho County, Kenya. Multiple regression analysis revealed significant positive correlations: Teacher’s Professional Knowledge (0.762), Comprehensive Learning Environment (0.701), Teacher’s Professionalism (0.63), and Teacher Professional Development (0.668) all positively influenced creativity and innovativeness among public primary school teachers.This study may serve as beneficial feedback to the Ministry of Education (MoE) and Kenya Institute of Curriculum Development (KICD) as one of the tools in their policy-making framework.It futher recommdeds that further studies be done on TPAD appraisal tool and its components.