Head teachers’ Role in Performance Appraisal on Teachers’ Performance in Ganze Sub-County

Abstract

Ganze Sub-County KCPE performance has been generally low, with more than 50% of the candidates recording less than 250 marks from 2012 to 2019 KCPE results. The pupils performances are a reflection of the teacher‘s performance and specifically how performance appraisal strategies of the teachers are handled by the school management, TSC and the Ministry of Education. It was in the backdrop of the above statement that influenced the researcher sought to establish head teachers’ role on performance appraisal on teachers’ performance in Ganze Sub-County. The study was based on the following objectives: To determine the role of head teachers’ in motivation and reward on teachers’ performance in Ganze Sub-County, to examine the role of head teachers’ in professional development on teachers’ performance in Ganze Sub-County, to establish the role of head teachers’ in goal setting practices on teachers’ performance in Ganze Sub-County and to assess the role of head teachers’ role in performance feedback practices on teachers’ performance in Ganze Sub-County. The study will be of great value to the ministry of education in both the county and national level and even teachers service commission. To provide the basis of the study, the researcher relied on job characteristics model. The study adopted descriptive research design with quantitative approaches, where 106 public primary schools were targeted. The study used Slovene’s formulae in determining 84 respondents of the study. The study used structured questionnaires using Likert scale on all the variables. The study used SPSS version 24, where descriptive and inferential statistics was used. Out of the 84 questionnaires, distributed by the researcher, only 67 questionnaires were returned. The analysis showed that motivations and rewards and teachers’ performance were positively and significantly related (β=0.187; p=0.030). Further the analysis showed that there was a positive and significant between professional development and teachers’ performance (β=0.214; p=0.009). Thirdly, on the goal setting practices and teachers’ performance, the output showed (β=0.206; p=0.004). Finally, on the relationship between performance feedback practices and teachers’ performance, it was determined as (β=0.201; p=0.003). The study concluded that performance appraisal practices (motivations and rewards, goal setting practices, training and development and performance feedback practices) significantly contributes to the teachers’ performance in public primary schools Ganze Sub-County. The study recommended that head teachers should therefore be encouraged to reinforce the use of innovative ways of teaching by teachers in education. This can be done by the school management organizing for seminars for teachers to enlighten them on the advantages of adopting innovative ways and creativity in teaching, supporting activities that are geared towards innovation enhancement. The educators should participate in the development of goals to form a transparent and impartial approach to appraisal to allow them understand their grounds of evaluation.