An Assessment of the Performance Evaluation System Used to Evaluate Teachers in Secondary Schools in Meru Central District-Kenya

Abstract

This paper evaluates the current system of performance evaluation used to evaluate secondary school teachers in Meru Central District. It assesses the effectiveness of the evaluation system in line with the set objectives. A sample of 200 from target of 1250 teachers in the District served as respondents. The paper was guided by Vroom's Expectancy Theory. The respondents were given a Teachers Service Commission performance evaluation form to study and a standard Questionnaire to fill. Other data collection methods adopted were informal discussions and key informant interviews. Data was analyzed descriptively. Arising from the study were findings that the current evaluation system does not live up to the expectations when applied in secondary schools. In terms of implementation, the tool has been implemented in almost 80% of the schools although failures and challenges emerged. In spite of the challenges the study deduced that the tool was appropriate for teacher appraisal and could be relied upon. Arising from the findings, it is recommended that the tool should be put into practice by Ministry of education. DOI: 10.5901/ajis.2014.v3n6p199