Effectiveness Of Teacher Performance Appraisal And Development On Students’ Academic Achievements 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 teacher performance appraisal and development (TPAD) on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study investigated the effectiveness of teachers adherence to deadlines plan on students’ academic achievements, the study was informed by goal-setting theory by Okumbe, (2000). 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. 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 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 showed that there is a weak positive correlation (r=0.051) between the teachers adherence to deadlines and student academic achievement, underlined by p-value (0.533). This finding suggests that the relationship is not statistically significant. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievements. 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 recommended that schools should strike a balance between other engagements of the teachers and students academic work so that timely feedback is provided to the learners for enhanced academic achievements.