Abstract
The current study purposed to establish the influence of performance feedback practices on implementation of teachers’ performance appraisal in Public secondary schools in Makueni Sub-County, Kenya. The study objectives sought to investigate the influence of timely and regular feedback, involving teachers and clear guidelines on implementing of performance appraisal of teachers in public Secondary Schools in Makueni Sub-County. This study was underpinned on Goal setting theory. Descriptive survey research design was adopted targeting 44 head teachers of public secondary schools, 563 secondary school teachers and 1 Teachers’ Service Commission Human Resource Officer. Stratified Proportionate Sampling and simple random sampling methods got employed to select 22 principals and 56 teachers from the secondary schools. Census and purposive sampling techniques were applied to select 1 Teachers Service Commission Human Resource Officer. Questionnaires and interview schedule were adopted as tools for data collection. Validity and reliability of instruments was established by way of a pilot study and Split-half technique respectively. Data was analyzed qualitatively and quantitatively with the help of descriptive as well as inferential statistics with the aid of SPSS computer software. Quantitative data was presented by way of cross tabulation tables and frequency distribution tables. Qualitative data was organized into themes based on study objectives and presented in a narrative form. Correlation analysis was done using Pearson’s Product moment Correlation (r). Analysis on Principals and teachers’ responses indicated a positive interrelationship ( r (20) = 0.704, r (20) 0.712, r (20) 0.632 and r (56) = 0.783, r (56) = 0.744, r (56) =0.665 all at p<0.05 ) existing between timely and regular feedback, involving teachers as well as clear guidelines and implementing of teachers’ performance appraisal respectively. The study concluded that regular and timely feedback, involving teachers and clear guidelines have positive influence on implementation of performance appraisal for teachers and need to be practiced in schools. Keywords: Performance Feedback, Implementation, Performance Appraisal, Regular Feedback, Timely Feedback, Involving Teachers, Clear Guidelines DOI: 10.7176/JEP/12-33-06 Publication date: November 30 th 2021
Highlights
Performance appraisal is a systematic assessment of the performance of staff to understand their capabilities for advanced growth and development (Juneja, 2020). Bucklingham and Goodall (2019), indicated that feedback is about telling people what we think of their performance
Miki and colleagues (2015) indicated that about 75% of Japanese teachers reported receiving feedback from their school leader. This is consistent with National Center on Education and the Economy NCEE (2021), which indicated that teachers in Japan set their annual goals and at the end of the year assess their progress in consultation with head teachers
To address a knowledge gap, this study examined the effect of performance feedback practices on teachers’ performance appraisal implementation in secondary public institutions in Makueni Sub-county
Summary
Performance appraisal is a systematic assessment of the performance of staff to understand their capabilities for advanced growth and development (Juneja, 2020). Bucklingham and Goodall (2019), indicated that feedback is about telling people what we think of their performance. Kluger and DeNisi (1996), argued that feedback could instead of improving performance lead to crippling of employees performance This is consistent with Bucklingham and Goodall (2019), who established that telling people how we think of their performance does not help them succeed and telling them how they should improve inhibits learning. Miki and colleagues (2015) indicated that about 75% of Japanese teachers reported receiving feedback from their school leader This is consistent with National Center on Education and the Economy NCEE (2021), which indicated that teachers in Japan set their annual goals and at the end of the year assess their progress in consultation with head teachers. This conformed to Katsuno (2016), who observed that teachers in Japan have to account for their performance and competence
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