PRINCIPALS’ IMPLEMENTATION OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD) TOOL AND TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KIKUYU CONSTITUENCY
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Date
2022-08-31
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Tangaza University College
Abstract
Teachers’ performance appraisal is one of the important processes in determining the
performance of teachers in every country. In Kenya, Teachers Service Commission (TSC)
introduced Teacher Performance Appraisal and Development (TPAD) tool in public schools
to enable school principals to objectively evaluate teachers in their respective schools. This
study sought to find out the influence of principals’ implementation strategies of Teacher
Performance Appraisal and Development (TPAD) tool on the performance of teachers in
public secondary schools in Kikuyu Constituency, Kiambu County. Five research questions
together with management by objectives theory guided the study. The study adopted a
descriptive cross-sectional survey design with a blend of qualitative and quantitative
paradigm. The study targeted all public secondary schools, principals, teachers, TSC County
Directors, and Quality Assurance and Standards Officers (QASOs). Simple random sampling
was adopted to select 12 public secondary schools; proportionate sampling was used to select
190 teachers from the sampled schools. Purposive sampling was used to select 12 principals,
One TSC County Director and One Quality Assurance and Standards Officer (QASO).
Instrument reliability was tested using test-retest technique. Retest was done after a time
lapse of two weeks. Scores from both testing periods were correlated using a Pearson Product
Moment Formula to identify any variations that were present. Quantitative data was analyzed
using the Statistical Package for Social Scientists (SPSS) and analysis largely involved
inferential and descriptive statistics. Qualitative data derived from the interview guide and
open-ended items were thematically analyzed, carefully coded, and recorded into narrative
and direct quotations to support the findings of the quantitative data that was collected using
questionnaires. Quantitative data presentation was done using bar graphs, tables and pie
charts. The study established that principals’ use of reward in implementing TPAD,
principals’ support towards teacher professional development, communication of TPAD
appraisal results, collaborative planning in principals’ implementation of TPAD, and
teachers’ attitude towards principals’ implementation of TPAD positively and significantly
influenced the performance of teachers in public secondary schools. It was concluded that
principals’ implementation strategies of TPAD were satisfactory variables in explaining the
performance of teachers in public secondary schools. The study recommended that further
studies be conducted to evaluate the extent of the TPAD tool implementation in public
secondary schools in other constituencies to generate findings with a larger picture of the
TPAD tool implementation
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PRINCIPALS’ IMPLEMENTATION OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD) TOOL AND TEACHERS’ PERFORMANCE, IN PUBLIC SECONDARY SCHOOLS IN KIKUYU CONSTITUENCY