EFFECT OF TEACHER PERFORMANCE APPRAISAL PRACTICES ON LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB-COUNTY, KENYA

Abstract

Teacher Performance Appraisal and Development (TPAD) tool is meant to enhance teachers‟ effectiveness in service delivery that enhances learners‟ academic achievement. However, most studies done on this subject matter have failed to link teachers‟ performance appraisal with learners‟ academic achievement. The aim of the current study was to investigate the effect of teachers‟ performance appraisal practices on the academic achievement of students in Public Secondary Schools in Nandi East Sub-County, Kenya. The specific objectives were to determine the effect of teachers‟ time management practices, teachers‟ innovation and creativity practices, teachers‟ lesson observation practices and teachers‟ professional development practices on learners‟ academic achievement in Public Secondary Schools in Nandi East Sub-County, Kenya. The study was anchored on Edwin Locke‟s Theory of goal setting since TPAD is a target-oriented tool. The study adopted both descriptive survey research design and correlation research design. The study targeted 336 respondents who comprised 30 principals, 30 deputy principals, 274 teachers, one Quality Assurance and Standards Officer and one Director of Education in the sub-county. The sample size was 152 respondents while the study adopted simple random and purposive sampling techniques. The study used both primary and secondary data. Data was collected using questionnaire, interview and document analysis. The study adopted content validity which was tested using experts‟ opinions. The study used Cronbach „s Alpha method to test reliability. Data collected was analyzed using percentages, frequency distribution and mean. Inferential statistics were used to determine the relationship between the dependent and the independent variables using Correlation and regression analysis. Results were as follows; Teachers‟ time management practices have a positive and significant influence on Learners‟ academic achievement of (β= 0.770, p < 0.05), Teachers‟ innovation and creativity practices have a positive and significant influence on learners‟ academic achievement in Public Secondary Schools in Nandi East Sub-County, Kenya of (β= 0.723, p < 0.05), Teachers‟ lesson observation practices have a positive and significant influence on learners‟ academic achievement in Public Secondary Schools in Nandi East Sub-County, Kenya of (β=0.663, p < 0.05) and Teachers‟ professional development practices have a positive and significant influence on learners‟ academic achievement of (β=0.791, p < 0.05). The study concluded that teachers‟ time management practices, innovation and creativity practices, lesson observation practices and professional development practices of teachers contribute to improvement in learners‟ academic achievement. The study recommended that there should be continuous appraisal on teachers‟ innovation and creativity improvement of teaching and learning as it enhances learners‟ academic achievement.