Teacher Performance Appraisal Research Articles

Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy

Teachers’ appraisal is key to enhancing their professionalism, which translates to effective curriculum implementation. This paper sought to evaluate the Teachers Performance Appraisal and Development (TPAD) process in Kenya with a view to identifying its challenges and suggesting ways of enhancing it. The study took a philosophical approach, subjecting the teachers’ appraisal process to criticism in light of the Socratic Pedagogical theory. The study established eleven errors that riddle the teachers’ appraisal process. These are the errors of strictness, leniency, central tendency, halo effect, recency of events, failure by participants to identify professional development gaps, failure by participants to attend the appraisal meetings, subjectivity nature of the TPAD appraisal process, alienation of some participants from the appraisal process and passive participation of some participants.The study utilized the six tenets of Socratic Pedagogy (participatory, dialectical, conversational, inquisitive, rational and practical tenets), interpreted to constitute the soul of the TPAD appraisal process, to fix the aforementioned errors. Therefore, the study recommended that the TPAD online system be reconfigured so that the appraisal process could be in tandem with the soul of the appraisal process.

DAMPAK PKG TERHADAP KINERJA GURU DALAM KEGIATAN BELAJAR MENGAJAR MAN 1 PAMEKASAN

This research aims to find out the impact of teacher performance appraisal on teaching and learning activities at MAN 1 PAMEKASAN as well as the general problem formulation, namely the impact of teacher performance appraisal on teaching and learning activities at MAN 1 PAMEKASAN using qualitative descriptive research methods using interactive analysis mode. This research presents results based on observation guides and interviews which show the success of teachers in carrying out teaching and learning activities using appropriate methods and being able to guide students towards the school's vision and mission that has been created. Apart from that, this research also proves that teacher performance assessment can have a positive impact. significant impact on student learning outcomes because teachers will receive evaluation and motivation to develop effective learning methods in the classroom

The Influence of the Teacher Performance Appraisal System and Principal Leadership on the Quality of Teacher Performance at TK Tunas Harapan Nusa

This study aims to investigate the effect of teacher performance appraisal and principal leadership on the quality of teacher performance in Tunas Harapan Nusa Kindergarten (TK) in West Manokwari District. This research uses field research, with quantitative research using a correlational approach. The instrument used is a questionnaire. In this study, the population and saturated samples taken were all teachers at Tunas Harapan Nusa Kindergarten, which had a population of 12 people and were used as saturated samples in this study. Quantitative data analysis using IBM SPSS Statistics 22 Based on the results, the probability number in the significance level is 0.00, where the significance level α = 0.05, then H0 is rejected and Ha is accepted. This shows that there is an influence of teacher performance appraisal and principal leadership on the quality of teacher performance at Tunas Hrapan Nusa Kindergarten in West Manokwari District. The coefficient of determination in the regression model with an adjusted R2 value of 0.751 means that 75.1 percent of the quality of teacher performance can be explained by teacher performance appraisal and principal leadership.

The Development of Teacher Performance Assessment Instruments in Boarding School

<p style="text-align: justify;">The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.</p>

Management Of Teacher Performance Appraisal In Improving The Quality Of Madrasah Learning

Management Of Teacher Performance Appraisal In Improving The Quality Of Madrasah Learning

Entrenching Ethical and Professional Teaching Through Teacher Performance Appraisal and Development in Public Primary Schools, Migori County, Kenya

Entrenching Ethical and Professional Teaching Through Teacher Performance Appraisal and Development in Public Primary Schools, Migori County, Kenya

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

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.

The Effect of Frequency of Teacher Performance Appraisal Activities on Teacher Progression in Bomet County, Kenya

Performance appraisal is critical for evaluating teachers' job performance and providing feedback. This study explores the frequency and effectiveness of teacher performance appraisals in relation to teacher progression in secondary schools in Bomet County, Kenya. The research involved 423 participants, including teachers, principals, and education authorities. Random sampling was employed to select teachers in the different sub-county. School principals, TSC County, and Sub-County directors were proposed, selected, and interviewed during the study. Questionnaires were used to collect data from teachers. The study revealed that regular performance appraisals allow teachers to enhance their teaching skills and monitor their progress. Most respondents (67.54%) reported being appraised more than three times, emphasizing the importance of frequent assessments for professional development. Teachers informed in advance of their appraisals (88.39%) reported better preparation, leading to improved student outcomes. Performance appraisals were seen as a means to enhance professional progress, with 84.31% of teachers reporting an improvement in their career development. Most teachers (67.83%) also received feedback after appraisals, contributing to their professional growth. The study highlights the significance of regular, well-informed, and feedback-rich performance appraisals in improving teacher progression. It underscores the need for educators and education authorities to maintain a structured appraisal process to support teachers in their professional development and enhance student achievement

Penerapan Metode Waspas Dalam Penilaian Kinerja Guru Terbaik

An analytical approach called teacher performance appraisal is used to provide better teaching instruction. At SD Negeri 101778, the teacher assessment method is less detailed. It is feared that the assessment, which is still insignificant and based on personal interests, will be subjective and cause social jealousy among teachers who have not yet received a recommendation. Weighted Aggregated Sum Product Assessment). In the process of ranking the performance of the best teachers, you can use the WASPAS method with predetermined criteria. The final results of this study show that alternative data A2 gets the highest score with a score of 1,962, so Alternative A2 has the best teacher performance

Challenges Encountered by Teachers in the Implementation of Quality Assurance Measures

The study investigated the challenges encountered by teachers in the implementation of quality assurance measures. The research designed for the study was a survey method. The sample for this study was fifty-two people who are faculty members of the School of General Studies in Xianning Vocational and Technical College. A semi-structured interview and a structured questionnaire were used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed: inadequate understanding of learning conditions, insufficient participation in the formulation of quality assurance policies, inadequate educational quality assurance training, imperfect teacher performance appraisal system, inadequate funding support for online teaching activities (during the pandemic) and a shortage of having the qualification certificate of the related profession are the challenges encountered by teachers in the implementation of quality assurance measures in Xianning Vocational and Technical College.

Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.

DECISION SUPPORT SYSTEM FOR TEACHER PERFORMANCE APPRAISAL WITH SIMPLE ADDITIVE WEIGHTING METHOD

Teachers are the most influential component in creating quality educational processes and outcomes. Therefore, improvement efforts are made to improve the quality of education. Schools will not make a significant contribution without the support of professional and qualified teachers. Teachers are really required to have high performance. To improve the quality of teacher performance, the 064022 State Elementary School conducts teacher performance appraisals every 3 months but the mechanism is less effective due to lack of transparency. Research on teacher performance appraisal using the system is applied for efficiency and transparency. The system was developed using the Simple Additive Weighting method. The Simple Additive Weighting method is part of the Decision Support System (DSS) used to help determine decisions based on alternative data and criteria data.
 
 Keywords: Decision Support System, Teacher Performance, Simple Addictive Weighting.

Teacher Ability In Conducting Performance Assessment In Differentiate Learning

The challenge teachers often face today is evaluating individual student performance. Assessment of student performance is an essential aspect of different learning, but it is difficult for teachers to evaluate individual student performance when there are many students in a class. This study aims to analyze teachers' ability to conduct performance assessments in differentiated learning. The research method used is the mixing method. The population in this study were the teachers of the learning committee at the driving school. The sample consisted of 30 teachers spread across three districts/cities. Data collection techniques using questionnaires, interviews, and documentation. Data analysis techniques using quantitative and qualitative data analysis. The results showed that the teacher's performance appraisal skills in differentiated learning were still very varied and tended to be in choices 2 and 3 in the predetermined rubric. It was concluded that analyzing the teacher's ability to evaluate performance in differentiated learning was still relatively low. Integrating teacher assessment in learning refers to developing, implementing, and analyzing assessment results that are integrated and interrelated in learning programs. Integrating this assessment is very important because it can help teachers monitor student progress, evaluate the effectiveness of learning programs, and make the right decisions in improving learning programs.

Teachers’ Professional Knowledge and Practice on Students’ Performance in Public Secondary Schools in Keiyo South Sub County, Kenya

The study investigated Teachers' Professional Knowledge and Practice on the Students’ Performance in Public Secondary in Keiyo South Sub County Kenya in line with Teacher Performance Appraisal and Development. This was in the light of concern that secondary schools in the aforementioned sub-County had been posting low mean scores annually, and Teachers’ Professional Knowledge and Practice are key. The study was based on goal-setting theory. A causal-comparative research design was used. The target population included: all public secondary schools, teachers, and principals. To get the sample size, simple and stratified sampling techniques were employed. The research instruments used were: questionnaires, interview schedules, and document analysis. Experts were consulted to determine validity, and a test-retest was used for reliability. Data were analyzed using frequencies, percentages, mean scores, and standard deviations. To test the hypothesis, Pearson Product Moment of Correlation was used. The findings were that: somehow, TPAD had been implemented in the schools. In the Extra County category of schools, girls performed better academically. The mean scores of County girls' and boys' schools were very low. Teachers affirmed that they used, to a small extent, appropriate instructional methods such as group work, assignments, and discussion. 

The Effect of Financial Compensation, Performance Assessment, and Competencies on the Performance of High School Teachers

This study aims to examine the effect of financial compensation, performance appraisal, and competence on the performance of senior high school teachers in Banda Aceh City. The research was conducted in a senior high school in Banda Aceh City. The population of this study was 30 high school seniors consisting of 19 senior high schools, 6 vocational high schools, 3 state madrasah aliyah, and 2 integrated dayah. This study uses a mixed method. The research data was obtained by distributing questionnaires and interviews. The data is then analyzed quantitatively and qualitatively. The results of the study showed that 1) The results of quantitative calculations, financial compensation and teacher competence jointly affect teacher performance, but performance appraisal does not affect the performance of senior high school teachers in Banda Aceh City. Partially, there is an effect of financial compensation and teacher competence on the performance of high school teachers in Banda Aceh City. However, there is no effect of performance appraisal on the performance of senior high school teachers in Banda Aceh City. 2) Qualitatively, the results of interviews with principals showed financial compensation and teacher competence. Meanwhile, teacher performance appraisal only affects teacher performance if there is feedback and supervision from the principal. According to school principals, other factors that influence teacher performance are internal and external factors, namely the motivation and character of teachers, which are supported by the leadership and work environment.

A FUZZY-BASED EXPERT SYSTEM FOR DETERMINANTS OF TEACHER PERFORMANCE

Performance is the level of success achieved by a person in carrying out their duties and responsibilities as well as their ability to achieve the goals and standards that have been set. Teachers' performance is evaluated on a regular basis at each school. Teacher performance evaluation is carried out to identify flaws in task execution and to gain an overview of the results to be achieved in the future. So far, teacher performance appraisal is done manually, which is very difficult and time-consuming and feels less objective. Therefore, a fuzzy-based assessment system needs to be designed so that it helps in making decisions more quickly, precisely, and objectively. Rules are designed and tested using the Mamdani fuzzy logic method, which is implemented through the Matlab Toolbox software. To produce a more accurate performance rating, more membership function output is needed so that a more accurate performance rating can be produced.

Investigating School Principals Management Practices in The Implementation of Teacher Performance Appraisal in Public Secondary Schools in Kisauni Sub-County, Mombasa County, Kenya

Purpose: The goal of this study was to assess school principals' management strategies when it comes to adopting Teacher Performance Appraisal and Development (TPAD) in Kenya's Kisauni Sub-public County's secondary schools. The study's objectives were to assess school principals’ instructional supervision practices in the implementation of TPAD in public secondary schools in Kisauni sub-County, Mombasa County, Kenya, to determine school principals' instructional coordination procedures, to analyze school principals' instructional evaluation practices in the implementation of TPAD in public secondary schools in Kisauni Sub-County, Mombasa County, Kenya.
 Methodology: The study adopted a descriptive survey research design. The target population was 570 teachers, 27 senior teachers, and 27 principals from Kenya's 27 public secondary schools in Kisauni sub-county, Mombasa County. The instructors' sample size was based on 30% of the total population, with 171 teachers being picked. This was in line with Mugenda & Mugenda (2003), who believe that in descriptive research, a sample size of 10-30% is sufficient. Because the number of senior teachers and principals was limited to 30, all of them were chosen. This was based to Wiersema (2009) who asserts that if the items are 30 or less, the study is conducted using the entire population. Therefore, the sample population for the senior teachers was 27 and that for the principals was 27. Respondents were asked to fill out questionnaires to provide information for the study.
 Findings: The study concluded that school principals’ management practices influence the implementation of Teacher Performance Appraisal and Development
 Unique contribution to theory, practice and policy: The study suggests that the Kenyan government conduct workshops and other types of training for the Principals in order to give them the opportunity to share their experiences with TPAD implementation in their respective public secondary schools.

Evaluation of Teacher Performance Using the WhatsApp Application in Online Learning

Education during the Covid-19 pandemic has been carried out online, one of which is by using the WhatsApp application. For the sake of smooth learning, the principal as a supervisor must of course always evaluate the teacher as the main user of the WhatsApp Group so that educational goals can be achieved. This study aims to present evaluation procedures and aspects of teacher performance assessment at SDN 002 Rambah, Riau, Indonesia through the WhatsApp application. This study uses a qualitative approach with library and field research methods. Data were collected through observation, interviews, and documentation via cell phones. It started with observing learning activities in the WhatsApp Group, continued with communication via WhatsApp Call with the principal and four homeroom teachers. Then the data were analyzed based on the theory of Miles and Huberman by reducing the data, presenting the data, and concluding the field findings. The data obtained were validated by data triangulation techniques and data sources. The results showed that the evaluation procedure carried out by the principal was by joining the class WhatsApp group and conducting formative and summative evaluations online to teachers. So that aspects of teacher performance assessment, namely punctuality, initiative, ability, communication, and quality of work have shown satisfactory results marked by the smooth teaching and learning process, the ability of teachers to use technology, increased teacher professionalism, and good student achievement. The researcher recommends further research to see other alternatives that are used in teacher supervision and performance appraisal.

Sistem Pendukung Keputusan Penilaian Kinerja Guru Menggunakan Metode Weighted Product di SMK Bakti Ilham Rancaekek

SMK Bakti Ilham Rancaekek is located on Jln. Peundeuy. No. 32, Bojongsalam, Kec. Rancaekek, Kab. Bandung 40394. Currently, the teacher performance assessment process is still relatively long due to the absence of a decision support system and the assessment process is still subjective because it does not refer to things that have nothing to do with teacher performance assessment in the learning process. The purpose of this research is to develop a system that can assist the school in the process of assessing the performance of teachers and students, peers and principals also participate in providing an assessment for teachers. The system was developed using the prototype method and system modeling designed using UML which includes use cases, activity diagrams and relationship tables. At the programming stage using the programming language PHP, CSS, HTML and MySQL as database management. The result of this thesis is a website-based teacher performance appraisal decision support system that can help schools to be faster and more efficient and objective.

Sistem Pendukung Keputusan Penilaian Kinerja Guru Menggunakan Metode Profile Matching

SMA Negeri 4 Sarolangun is a public school located in Mandiangin, Sarolangun Regency. As an educational institution, the role of the teacher is so important in transforming educational inputs. Therefore, to ensure the quality of teachers in teaching and learning activities (KBM) at school, SMA Negeri 4 Sarolangun conducts teacher performance assessments. Teacher performance appraisal is useful to motivate teachers to continue to improve their quality. In selecting the best teachers, the principal and staff experienced difficulties because they were assessed conventionally by assessing one that was included in the form of an assessment. In order for the selection to truly reflect and reduce subjectivity and to produce fast and precise information, a Decision Support System application for Scholarship Admissions is needed which is built using the Profile Matching method, using the Visual Basic.Net 2008 programming language and database using Microsoft Access 2007. The design The system was created using object-oriented modeling tools, namely Use Cases, Activity Diagrams, and Class Diagrams. With the construction of this new system, it is hoped that it can help the performance of the Student Affairs Section while speeding up the process of evaluating teacher work at SMA Negeri 4 Sarolangun