Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County

Teresa Atieno Otieno; Matula Phylisters; Okoth Ursulla

doi:10.18535/ijsrm/v9i11.el02

Abstract

Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance after evaluation, and to establish how appraisal of professional development influence performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 64.1% changes in teachers’ performance is attributed to professional development appraisal (R²=0.641), and that professional development appraisal (β=0.803) is a significant predictor of teacher performance {F _{(1, 278)} =493.200, P<0.05}. The study concludes that professional development appraisal significantly contributes to performance of teachers in secondary schools.

Keywords

Professional Developmentprofessional Development AppraisalIn-service TrainingPerformance of TeacherTeacher Performance Appraisal and Development

References

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[refR-2] Adagiri, S.O. (2014). Comparative Study of Teachers’ Continuing Professional Development (CPD) In Nigeria and England: A Study of Primary Schools in Abuja and Portsmouth. Unpublished study submitted to University of Portsmouth.Google Scholar ↗

[refR-3] Ademola, S. (2017). Impact of performance appraisal on employee performance. International journal of economics and business management, 3 (1) 80-90.Google Scholar ↗

[refR-4] Akhtar, I. (2016). Research design. Research in Social Science: Interdisciplinary Perspectives, Available at: https://www.researchgate.net/publication/308915548Google Scholar ↗

[refR-5] Balta, N., Arslan, M & Duru, H. (2015). The effect of In-Service training courses on teacher achievement: A meta-analysis study. Journal of Education and Training Studies, 3(5), 254 – 264Google Scholar ↗

[refR-6] Boko, J.M., Danku, S.W., Dordor, F. & Soglo,N. Y.(2015) performance appraisal in the Ghana Education servicer. International journal of managerial studies and research, 3 (6) 117-133.Google Scholar ↗

[refR-7] Boyan, S. (2013).The origin, concept and value of performance appraisal. International journal economics, commerce and management, 1 (2) 1-17.Google Scholar ↗

[refR-8] Braun, V. and Clarke, V. (2019). Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11:4, 589-597, DOI: 10.1080/2159676X.2019.1628806DOI ↗Google Scholar ↗

[refR-9] County Education Office (CEO, 2019). Migori. Performance of Secondary Education Teachers: Continuous performance appraisal. Government Press, Nairobi.Google Scholar ↗

[refR-10] County Education Office (CEO, 2021). Migori. Performance of Secondary Education Teachers: Continuous performance appraisal. Government Press, Nairobi.Google Scholar ↗

[refR-11] Creswell, J. W., & Plano C. V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage Publications.Google Scholar ↗

[refR-12] Darling-Hammond, L., Hyler, M. E., and Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.Google Scholar ↗

[refR-13] Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36 DOI: https://doi.org/10.46809/jpse.v2i2.20.DOI ↗Google Scholar ↗

[refR-14] Dessler, G. (2014). Human Resource Management. (12th ed.). Upper saddle River, N. J: Person Education, lineGoogle Scholar ↗

[refR-15] Gichuki, G.M. (2015) Teachers perceptions of the performance appraisal system effectiveness. Unpublished dissertation, Kenyatta UniversityGoogle Scholar ↗

[refR-16] Junejo, M.I., Sarwar, S. and Ahmed, R.R. (2017). Impact of In-Service Training on performance of teachers: A Case of STEVTA Karachi Region. International Journal of Experiential Learning & Case Studies, 2 (2), 50-60.Google Scholar ↗

[refR-17] Kareithi, M.W. (2018). Effect of performance appraisal system on performance of secondary schools’ teachers in Kirinyaga West Sub-County, Kenya. Unpublished dissertation submitted to KCA UniversityGoogle Scholar ↗

[refR-18] Kirai, M. & Kisang, F. (2016). Effects of performance appraisal on employee motivation. The strategic journal of business & change management, 3(4)521-542.Google Scholar ↗

[refR-19] Kwaku, D and Mensah, D (2016). Teacher professional development: keys to basic school teachers’ curriculum practice success in Ghana. International Journal of Interdisciplinary Research Method, 3(2), 33-41.Google Scholar ↗

[refR-20] Matula, P. D., Kyalo, D. N., Mulwa, A. S., & Gichuhi, L. W. (2018). Academic Research Proposal Writing: Principles, Concepts and Structures. Nairobi: ACTS Press.Google Scholar ↗

[refR-21] Namamba, A. and Rao, C. (2017). Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects. Journal of Education and Practice 8(8), 136 – 145Google Scholar ↗

[refR-22] Nanjundeswaraswamy, T.S. and Divakar, S. (2021). Determination of sample size and sampling methods in applied research. Proceedings on Engineering Sciences, 03, (1), 25-32.Google Scholar ↗

[refR-23] Norwani, N.M., Daud, W.M.N., Mansor, M. and Yusof, R. (2017). The relationship between In- Service Training and Teaching Skills with Student Achievement. International Journal of Academic Research in Business and Social Sciences, 7 (12), 61 – 76.Google Scholar ↗

[refR-24] OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: Organization for Economic Co-Operation and Development. http://www.oecd.org/document/54/0,3343,en_2649_39263231_42980662_1_1_1_1,00.ht ml.Google Scholar ↗

[refR-25] Opfer, V. D. & Pedder, D. (2011). The Lost Promise of Teacher Professional Development in England', European Journal of Teacher Education, 34(1), 3-24.Google Scholar ↗

[refR-26] Raholdina-Razafimbelo, J. Razafimbelo, C. Ramanitra, N., M., Andrianavalonirina, A. & Ratompomalala, H. (2013). Professional Development for Primary School Teachers in Madagascar: Around Teachers’ Network. Journal of International Cooperation in Education, 15 (3), 59 – 76.Google Scholar ↗

[refR-27] Shorten A., & Smith J. (2017). Mixed methods research: Expanding the evidence base. Evid Based Nurs, 20, 74–5. http://dx.doi.org/10.1136/eb-2017-102699DOI ↗Google Scholar ↗

[refR-28] Taherdoost, H. 2016. How to Design and Create an Effective Survey/Questionnaire; A Step by Step Guide. International Journal of Advance Research in Management, 5(4), 37-41.Google Scholar ↗

[refR-29] Uysal, H.H. (2012). Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey. Australian Journal of Teacher Education, 37 (7), 14 – 30Google Scholar ↗