Implementation of Teacher Performance Appraisal and Development TPAD on Enhancing Learner Discipline in Secondary Schools in Gucha Sub-County, Kenya

Abstract

The introduction and use of the Teacher Performance Appraisal and Development (TPAD) tool in Kenya aimed at enhancing educational outcomes. One of the important objectives was enhancing learner discipline in order to create a conducive teaching and learning environment in schools. This research sought to establish the effectiveness of TPAD implementation in enhancing learner discipline within secondary schools in Gucha sub-county. The study grounded its theoretical framework on Locke’s goal-setting model. 1 director, 21 principals, 115 heads of departments (HODs), 254 teachers, and 194 class secretaries were targeted using a descriptive survey design. Saturated and stratified random sampling designs were also used. Data collection instruments included questionnaires and interview schedules. A test-retest analysis was used to determine their reliability. SPSS version 22.0 was used to conduct quantitative data analysis. To assess the significance of these methods, Pearson’s correlation, regression tests, and one-way ANOVA were used. The regression model showed that a unit change in the implementation of TPAD tools could improve learner discipline by a factor of 0.510, indicating a positive correlation of 0.421. The results showed a significant effect of TPAD implementation on learner discipline, with a p-value of 0.000 (p < 0.05). This led to the rejection of the null hypothesis. TPAD tools were seen to have partially improved learner discipline in secondary schools in Gucha sub-county. It was recommended that a participative decision-making process should be employed to guide disciplinary policies in secondary schools.