EFFECTIVENESS OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN ELGEYO MARAKWET COUNTY, KENYA

Abstract

This study was compelled by the fact that performance in national examinations in Elgeyo Marakwet County has been poor despite the implementation of Teacher Performance Appraisal and Development (TPAD). This study was aimed at examining the effectiveness of TPAD on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study addressed the following objectives: to analyze the effectiveness of teacher lesson observation planning on student academic achievement, investigate the effectiveness of teachers adhering to deadlines plan on students’ academic achievement, explore the effectiveness of planned comprehensive learning environment on students’ academic achievement and evaluate the effectiveness of teacher professional development planning on students’ academic achievement. The study was informed by goal-setting theory by Locke 1968. The study adopted mixed methods research design and used a mixed method approach in collecting and analyzing data. The study utilized a sample of 40 principals, 153 teachers, and 384 students drawn from four constituencies in Elgeyo Marakwet County. Stratified sampling was used to categorize schools into National, Extra County, County and Sub-County schools. Simple random sampling was used to select teachers and students from sampled schools while purposive sampling was used to select the national schools and principals from the selected schools. The study was guided by a pragmatic paradigm which applies the use of a mixed method approach in collection and analysis of data. A structured questionnaire was used on teachers and students on a likert scale and an unstructured interview guide was administered to the principals. The research instruments were piloted in Uasin Gishu County. This was used to establish the reliability of research instruments which gave Cronbach's Coefficient Alpha Index of 0.8500. The two instruments were validated by expert researchers in the department of educational management and policy studies at the University of Eldoret. Descriptive statistics were made up of frequencies, percentages; means and standard deviation which were calculated and presented in tables and figures, and inferential statistics involving Pearson Correlation and Regression coefficients were calculated to test the research hypotheses. The study findings on lesson observation and students academic achievement indicated that there is a positive but weak correlation. The studies further showed that there is a moderate positive correlation (r=0.051) between the punctuality of teachers in meeting educational deadlines and student academic achievement. Research findings revealed a correlation coefficient (r) of 0.176, indicating a weak positive relationship between the quality of the learning environment and student’s academic achievement. The correlation of professional development (r=0.016) on student performance, was minimal within the scope of this study. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievement. MOE, policy makers and teachers will be able to get the best out of the TPAD and assist in making future decisions pertaining to the education sector. The research study recommended regular awareness of TPAD practices in order to get the best out of these exercises.