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Secondary School Teachers’ Perceptions of Purposes of Performance Appraisal. A Case of Selected Schools in Bungoma County, Kenya

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• Volume 5,Issue 1, Jan.,2018

Year:

2018

Type of Publication:

Article

Keywords:

Secondary School Teachers, Perceptions, Purposes, Performance Appraisal

Authors:

• Mukhale, Phoebe Naliaka

Journal:

IJIRES

Volume:

5

Number:

1

Pages:

4-7

Month:

January

ISSN:

2349-5219

BibTex:

@article{1161, author = "Phoebe Naliaka Mukhale", abstract = "This study explored secondary school teachers’ perceptions of the purposes of performance appraisal in the context of the implementation of a new appraisal system. The study was conducted in selected schools within Bungoma County, Kenya. The exploratory case study design was used. Data was collected using qualitative methods: document analysis field notes, focus group and semi-structured interviews. The sample size comprised of 24 teachers from six secondary schools. Two focus group interviews were conducted each with 12 participants. For the semi-structured interviews, 12 teachers were sampled. Stratified, simple random and purposive samplings were used to select participating schools and the study sample. All interviews were audio-taped and transcribed. Thematic coding was used to analyze the data. Findings indicate that teachers perceived accountability to be the major purpose of the new performance appraisal system. Emphasis was not laid on the improvement purpose by the employer because teachers were yet to receive feedback from the employer almost two years after the introduction of the new system. In addition, participants felt their employer did not accord them the necessary support and opportunities to attend professional development programs. Respondents also had minimal understanding of professional development and its importance in the teaching profession. It is recommended that Teachers Service Commission provides continuing professional development programs and supports teachers to attend them", issn = "23495219", journal = "IJIRES", keywords = "Secondary School Teachers, Perceptions, Purposes, Performance Appraisal", month = "January", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "1", pages = "4-7", title = "{S}econdary {S}chool {T}eachers’ {P}erceptions of {P}urposes of {P}erformance {A}ppraisal. {A} {C}ase of {S}elected {S}chools in {B}ungoma {C}ounty, {K}en", volume = "5", year = "2018", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

This study explored secondary school teachers’ perceptions of the purposes of performance appraisal in the context of the implementation of a new appraisal system. The study was conducted in selected schools within Bungoma County, Kenya. The exploratory case study design was used. Data was collected using qualitative methods: document analysis field notes, focus group and semi-structured interviews. The sample size comprised of 24 teachers from six secondary schools. Two focus group interviews were conducted each with 12 participants. For the semi-structured interviews, 12 teachers were sampled. Stratified, simple random and purposive samplings were used to select participating schools and the study sample. All interviews were audio-taped and transcribed. Thematic coding was used to analyze the data. Findings indicate that teachers perceived accountability to be the major purpose of the new performance appraisal system. Emphasis was not laid on the improvement purpose by the employer because teachers were yet to receive feedback from the employer almost two years after the introduction of the new system. In addition, participants felt their employer did not accord them the necessary support and opportunities to attend professional development programs. Respondents also had minimal understanding of professional development and its importance in the teaching profession. It is recommended that Teachers Service Commission provides continuing professional development programs and supports teachers to attend them

Full text: IJIRES_1161_FINAL.pdf Online version [Bibtex]