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.
Highlights
Teachers‟ continuing professional development (CPD) has become a major focus within the school reform and school improvement literatures because of the belief that student learning and success are due, in large part, to the effectiveness of teachers (OECD, 2009)
The study 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
The findings showed that teachers‟ pedagogical skills and attitudes after Strengthening Mathematics and Science Secondary Education (SMASSE) in-service teacher training (INSET) were better than before the INSET
Summary
Teachers‟ continuing professional development (CPD) has become a major focus within the school reform and school improvement literatures because of the belief that student learning and success are due, in large part, to the effectiveness of teachers (OECD, 2009). Whereas various professional development approaches and their consequential benefits have been documented, studies regarding effectiveness of performance appraisal on the same in terms of teacher performance are scanty. According to Boyan (2013), performance appraisal is a tool utilized by organizations to evaluate employee‟s performance in relation to certain preestablished criteria and organizational objectives. This is a continuous process of identifying, measuring and assessing performance of every employee with a view of knowing the areas that need to be improved (Boko, Danku, Dordor & Solgo, 2015).
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